PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
one Indigenous person. There is a very distinct grouping of behaviour by one Indigenous Australian as being representative of all, in a way that does not occur for any other group, and gives further weight to the argument that this group is treated as subjugated by stereotyped traits. 6.4.4 Discourses of Indigenous knowledges. An anomaly discourse that does not often present itself in textbooks from this era, with Social Studies for Queensland schools grade 5 (Department of Education, 1959/1962/1966) being a notable exception, is the valuing of Indigenous knowledges and lifestyles as superior to non- Indigenous knowledges. In this example, the inclusion of Indigenous Australians; although highlighting the superior knowledge the Indigenous people held (it is expressed in past tense in the textbook) about living in the desert where resources, such as water, are scarce; is still legitimised through their connection to the explorers. The perspective taken is that when Indigenous Australians have knowledge that the explorers will value, than it is considered noteworthy. Other Indigenous knowledges, such as kinship, are typically not included in textbooks during this era. Considering certain knowledges as valuable is communicated in the following statement: The natives were able to live in the desert because they always knew where to find water. Where the water was, lived the kangaroos and the emus and other birds which they hunted for food...They [Indigenous Australians] were angry because they through the strangers [explorers] and their horses would drink all the water. Well they knew that water meant life. (Department of Education, 1959/1962/1966, p. 79, emphasis added). 6.4.5 Narratives of Batman’s Treaty. There is mention across several textbooks of farmer John Batman’s 12 attempt to make a Treaty (the only treaty recorded in Australian history) with the local Indigenous population at the site of the current day Melbourne city. The three textbooks that make mention of 12 John Batman, an Australian born settler moved from his birthplace of Parramatta (New South Wales), to Tasmania (then Van Dieman’s Land) and was known for his capture of a bushranger. In 1835 he arrived by boat in what is now modern day Melbourne from Launceston, Tasmania with a group of other white settlers and Indigenous people (they were from Sydney). Batman, with the assistance of the Indigenous people, negotiated a so-called Treaty (that became known as Batman’s Treaty) with the local Indigenous population, exchanging vast tracts of land for blankets, tomahawks and other items and with the promise that these types of goods would be supplied each year. The Treaty was soon abandoned as the government of the day, led by Governor Bourke, refused to recognise it. 220
Batman’s Treaty do so with a great variance in detail and perspective. Given Batman’s Treaty is both an anomaly to usual interactions with Indigenous Australians and generally not a well known aspect of Australia’s history, the inclusion of this event in textbooks was unexpected. Although Batman is not an explorer in the conventional understanding of the term, given his actions during the early exploration period, including being one of the first persons of non- Indigenous descent to arrive in current-day Victoria (an Australian State), his attempt to create a treaty is included in this category. Students are first introduced to Batman’s treaty in Social studies for Queensland schools grade 4 (Department of Education, 1954/1963/1966). The narrative (see Source 6.14) describes Batman’s attempt to take advantage of the local Indigenous population in order to secure large tracts of land. Source 6.14. Batman’s Treaty extract from Social studies for Queensland schools grade 4 (Department of Education, 1954/1963/1966, pp. 82-83). Unfortunately for Batman, the government would not recognise this claim, as seen in Source 6.15. 221
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one Indigenous person. There is a very distinct grouping <strong>of</strong> behaviour by one Indigenous<br />
Australian as being representative <strong>of</strong> all, in a way that does not occur for any other group, and<br />
gives further weight to the argument that this group is treated as subjugated by stereotyped<br />
traits.<br />
6.4.4 Discourses <strong>of</strong> Indigenous knowledges.<br />
An anomaly discourse that does not <strong>of</strong>ten present itself in textbooks from this era, with Social<br />
Studies for Queensland schools grade 5 (Department <strong>of</strong> Education, 1959/1962/1966) being a<br />
notable exception, is the valuing <strong>of</strong> Indigenous knowledges and lifestyles as superior to non-<br />
Indigenous knowledges. In this example, the inclusion <strong>of</strong> Indigenous Australians; although<br />
highlighting the superior knowledge the Indigenous people held (it is expressed in past tense<br />
in the textbook) about living in the desert where resources, such as water, are scarce; is still<br />
legitimised through their connection to the explorers. The perspective taken is that when<br />
Indigenous Australians have knowledge that the explorers will value, than it is considered<br />
noteworthy. Other Indigenous knowledges, such as kinship, are typically not included in<br />
textbooks during this era. Considering certain knowledges as valuable is communicated in the<br />
following statement:<br />
The natives were able to live in the desert because they always knew where to find<br />
water. Where the water was, lived the kangaroos and the emus and other birds which<br />
they hunted for food...They [Indigenous Australians] were angry because they<br />
through the strangers [explorers] and their horses would drink all the water. Well they<br />
knew that water meant life. (Department <strong>of</strong> Education, 1959/1962/1966, p. 79,<br />
emphasis added).<br />
6.4.5 Narratives <strong>of</strong> Batman’s Treaty.<br />
There is mention across several textbooks <strong>of</strong> farmer John Batman’s 12 attempt to make a<br />
Treaty (the only treaty recorded in Australian history) with the local Indigenous population at<br />
the site <strong>of</strong> the current day Melbourne city. The three textbooks that make mention <strong>of</strong><br />
12 John Batman, an Australian born settler moved from his birthplace <strong>of</strong> Parramatta (New South Wales), to<br />
Tasmania (then Van Dieman’s Land) and was known for his capture <strong>of</strong> a bushranger. In 1835 he arrived by boat<br />
in what is now modern day Melbourne from Launceston, Tasmania with a group <strong>of</strong> other white settlers and<br />
Indigenous people (they were from Sydney). Batman, with the assistance <strong>of</strong> the Indigenous people, negotiated a<br />
so-called Treaty (that became known as Batman’s Treaty) with the local Indigenous population, exchanging vast<br />
tracts <strong>of</strong> land for blankets, tomahawks and other items and with the promise that these types <strong>of</strong> goods would be<br />
supplied each year. The Treaty was soon abandoned as the government <strong>of</strong> the day, led by Governor Bourke,<br />
refused to recognise it.<br />
220