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comments that bring together the variety of discourses present in the selected textbooks. In order to establish a comprehensive account of Indigenous Australians included and excluded in History and Social Studies textbooks, focusing on areas of textbooks that contained no Indigenous representations can be as important as identifying those that do. One such example is from Social studies for Queensland schools grade 7 (Department of Education, 1960/1963). Except for the extended narrative on the decimation of Tasmania’s Indigenous population, other references to Indigenous Australians in the textbook are disjointed, and not connected to any significant part of sections or historical narratives. Instead, they are relegated very much to the fringe of content, as incidental players in Australia’s history of early colonization and exploration. Even the treaty between Batman and the local Indigenous population of the Melbourne region is given scant attention, despite this being a monumental case in early contact and relationships between Indigenous and non-Indigenous Australians. Here, two small paragraphs totaling only seven sentences (see Source 6.19) are included to cover the attempt at a treaty between Batman and the local Indigenous population, noting that their tribal affiliation or individual names are not provided to the reader, furthering the discourse of anonymity. Only one sentence includes information about the treaty, which reads: “It was officially declared that he [Batman] had no just claims to the vast lands mentioned in his treaty with the aborigines” (Department of Education, 1960/1963, p. 48). There is no mention of what the treaty consisted of, how it was negotiated and the reasons why the government did not acknowledge it. Instead, a fragmented history of early interactions between farmers and Indigenous Australians is included that is far removed from an established historical context. It could be argued that including any mention of Indigenous Australians in this narrative is legitimized only as an anecdote of the rivalry between Fawkner and Batman (two early land holders in the Melbourne district) and their respective successes and failures. 230
Source 6.19. Batman and Fawkner extract from Social studies for Queensland schools grade 7 (Department of Education, 1960/1963, p. 48). The following passage, from Australia: Colony to nation (Dunlop & Pike, 1963) provides an example of Indigenous representations missing in history that really positions Indigenous Australians as a type of subaltern ‘Other’ on the fringe of History curriculum content. For example, there is no mention of Wylie and his contribution. Pushing northward the little part was barred by sand Spinifex desert. With their strength sadly reduced through shortage of water and rations, they were finally turned back, after an encounter with warlike aborigines on June 26, 1860, having reached a point 1,500 miles north of Adelaide. (Dunlop & Pike, 1963, p. 116) Furthermore, this point can be supported by another paragraph in this textbook which draws on the story of Burke and Wills and the rescue of King. The narrative reinforces the point of Indigenous Australians being on the fringe or periphery of curriculum, reading: Instead of following Brahe, Burke persuaded Wills and King to strike for Mount Hopeless. After aimless wanderings they returned to the depot. Burke and Wills perished miserably, though King—the sole survivor of their small party—was eventually rescued by Howitt’s relief expedition. (Dunlop & Pike, 1963, p. 118) To conclude, as the examples throughout this section demonstrate, primarily the representations of Indigenous Australians within stories of the early explorers are included not as integral to the narrative, but rather as on the periphery, as a way to inject some aspect of drama into a story. The larger implications of exploration on issues such as Indigenous cultures, way of life, connection to land, and the right to live peacefully are not taken into account, nor mentioned, with the narrative not linked to any context outside of the immediate story of explorers. So, if Indigenous Australians were not included in the narrative, it would neither add nor take away from the overall story, save some drama. 231
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University of Southern Queensland C
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Certification of Dissertation I cer
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for and receive a scholarship so th
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5.4 Category 1: Privileging British
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List of Figures Figure 3.1 Structur
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Appendices Appendix A: Contexts…
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through The Courier Mail, as well a
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A syllabus in the Queensland school
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after World War I (WWI); the Austra
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Settler and Savage: One hundred yea
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3. What discourses of British Herit
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Howard in 2007; arguably a point in
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2.1.2 Key concepts and terms. As wi
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Giroux & Purpel, 1983; Whitty, 1985
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that Bruner mentions are prepositio
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kind of private property handed dow
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The information presented thus far
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English (AATE) used an editorial of
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2.3 Defining Textbooks One importan
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textbooks are...a very important ve
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which the learner is subject, but t
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Although Issitt (2004) contends tha
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intended set of learnings are infor
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Moving to focus on those who hold r
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parameters of the terms of the deba
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Similarly, Woodfin asserts “in es
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1996, pp. 8-9). Luke further discus
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powerful groups may also otherwise
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2.7.1 Theories of national identity
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understood as part of a broader str
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significance (either implicitly or
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…in the established nations, ther
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The ‘history wars’ in Australia
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In academia, the move is away from
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and its internal and external other
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Whilst this may be an extreme examp
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conducted for this project due to t
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Table 2.2 The Two Traditions of His
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puts emphasis on the celebration of
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emaining the same throughout. Stude
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As one of few (current) educators i
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A researcher bricoleur carefully se
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approaches. What bricolage does off
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and modification” (Reitstaetter,
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icolage, interpretive bricolage, po
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approaches, processes of further en
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historical studies and more (see, f
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A criticism made by Blommaert that
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The lens of CDA is used to gain ins
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with the bricolage approach adapted
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In his examination of American hist
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considered and, where relevant, ove
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the…analysis of political discour
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avoids the ‘Bad King John/Good Qu
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2005, p. 5). Due to placing visual
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(1995-1996, p. 5). Increasingly, st
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term memories, and the power nation
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When we attempt to answer the quest
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In academia, the move is away from
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Historians operating in the critica
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for the purposes of this project, i
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get the job done to the satisfactio
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the project, enabled through a refl
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challenging task of the reflection
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understand the relationship the res
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establishing the trustworthiness of
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publishing company for Queensland s
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of direct light, so that they could
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o Queensland based authors are ofte
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selection, resulting in as comprehe
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• “1. Focus upon a social probl
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contextualised in the wider study,
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Dijk as “knowledge, attitudes and
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136
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a type of ‘neutral’ fact-sheet
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across the three distinct eras focu
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stories by authors such as Arthur C
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opposes the notion that a person is
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Given the clear recollections of sc
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5.2 Education Context This section
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following passage taken from the pr
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5.2.3 Key textbooks and related sch
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Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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the largest for British heritages,
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stands for the country itself and t
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Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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demands. But if they spoke with a u
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5.8.1 Discourses of legitimizing th
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practical example: Australia’s pa
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Although often mediated through the
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which were, at the time, very emoti
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Source 5.6. Front cover of Anzac Da
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5.9 Intersections of British Herita
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Page 196 and 197: Source 5.7. Extract from Preface to
Page 198 and 199: Furthermore, the use of primary sou
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Page 202 and 203: Australia experienced a growing str
Page 204 and 205: Separate State responsibility has l
Page 206 and 207: The two examples above, although br
Page 208 and 209: It was in the 1952 syllabus that th
Page 210 and 211: (b) Australian Aborigines. (Departm
Page 212 and 213: However, due to the wide distributi
Page 214 and 215: matter in a fresh and interesting w
Page 216 and 217: textbooks published in the early to
Page 218 and 219: Source 6.3. A sample project sheet
Page 220 and 221: narratives of so-named British expl
Page 222 and 223: This image, like many of the narrat
Page 224 and 225: killed by Indigenous Australians; E
Page 226 and 227: possibly unintended message that th
Page 228 and 229: Source 6.10. “Natives” extract
Page 230 and 231: Source 6.11. “King was saved” e
Page 232 and 233: Indigenous Australians is linked wi
Page 234 and 235: one Indigenous person. There is a v
Page 236 and 237: Source 6.15. Batman Treaty and Gove
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Page 240 and 241: Source 6.18. “Jacky’s Sad Story
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Page 246 and 247: 6.5 Category 2: Frontier Conflicts
Page 248 and 249: 6.5.2 Discourses of eye-witness acc
Page 250 and 251: places where the natives were treat
Page 252 and 253: Source 6.24. Frontier Conflicts ext
Page 254 and 255: 6.6 Category 3: Tasmanian Indigenou
Page 256 and 257: emoval of the captured aboriginals
Page 258 and 259: Some emotion is attributed to this
Page 260 and 261: 6.6.4 Discourses of criminality. Vi
Page 262 and 263: in Source 6.28, they are both male,
Page 264 and 265: emerging respect for different know
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Page 270 and 271: Source 6.31. “The Last of His Tri
Page 272 and 273: Source 6.32. “Corroboree” in Sc
Page 274 and 275: Source 6.33. Typical portrayal of T
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Page 278 and 279: Source 6.35. “The Referendum of 1
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Page 286 and 287: Source 6.40. “An Australian Fairy
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Department of Education, 1960/1963,
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secondary school level this textboo
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history of Tasmania through various
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Social Studies for Queensland schoo
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al., 1969, p. 166), where Indigenou
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290
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Source 7.1. Extract from Introducti
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In the lead up to and in the year o
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Newton. The lyrics portray a multic
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1988 Bicentennial, clearly marking
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Demonstrating the progressive move
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It is important that students have
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such as Case studies in Australian
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Our hope is that students using the
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Source 7.10. “Settlement in Austr
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Source 7.12. Dampier extracts from
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making roles. Particularly in some
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Source 7.17. Classroom moiety syste
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Source 7.19. Yiwara “special obli
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suggestions on how teachers are to
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As demonstrated in Source 7.23, thi
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Source 7.28. “The first Australia
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settlement. However, documents reve
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of the early interactions between T
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Given that this textbook was publis
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overtly, as the issues of land righ
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The Wave Hill walkout, covering the
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textbook author is presenting for s
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Crossroads: Imperialism and race re
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Source 7.42. Vincent Lingiari’s n
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Australia’s referenda history—w
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Source 7.45 demonstrates that throu
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of Indigenous Australian cultures.
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the 42 page unit of work in a textb
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Source 7.53. Continuity of Indigeno
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in conjunction with non-Indigenous
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Source 7.57. Activity ideas for Nat
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Unit 3: Modern Australia emerges co
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demonstrate, even at a minor and in
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students are exposed to no aspects
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first Australians and I’m an Aust
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eing taught until the upper primary
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which details the setting up of a c
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7.67. Two examples in particular sh
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unlike other textbooks which discus
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However, although this statement wa
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fear of Japan, that the Australian
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Australia in both WWI and WWII. The
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Source 7.73. Treaty of Versailles e
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The Australian government realized
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Task 41: Australian foreign policy
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enemy threatening to invade our sho
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following statement: “Political l
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“doomed to failure”; “finally
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So strong are the stories of the Ga
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Moving beyond a simplistic discours
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Nationalists, opposed to the Britis
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This demonstrates the importance Gr
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entered mainstream public conscious
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explains the purpose of including T
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Source 7.95. “Pupil information s
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terminology of European is stated w
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7.23.6 Representations of British h
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406
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findings of the analysis through ar
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curriculum in such a way that the h
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(and at times former dominant disco
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natives and often gave them present
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finite and ‘true’. In particula
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understanding? This last point is o
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420
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and functional perspectives on time
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Collins, C., & Knight, S. (2006). E
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Department of Public Instruction. (
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Fiske, J., Hodge, B., & Turner, G.
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Henderson, G. (2008b, August 12). N
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Kitson, J. (Interviewer), & Malouf,
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Melleuish, G. (1998). The packaging
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Roberts, M. (2004). Postmodernism a
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van Leeuwen, T. (2001). Semiotics a
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440
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442
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particular, this includes taking on
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The mapping of these debates conclu
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A1.1.4 Terminology. The term histor
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The similarities of the debates acr
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over...an overrun of divisive multi
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political cartoon satirist, Peter N
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A1.5.1 April 23, 1993: Geoffrey Bla
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After an initial furor, this curric
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A1.5.4 October and November 1996: J
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I take a very different view. I bel
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history/culture wars in the public
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parallels between ideologies presen
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into “politically correct new age
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Root and branch renewal of history
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Further in his lecture, Manne then
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Throughout the years that the histo
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A people with a sense of a fair go
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"There's real anger about that," ag
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Instead, from the nation's Parliame
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asis for critical (and often deriso
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valid reasons for living and hoping
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“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
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The politicisation of the curriculu
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Government in the rundown to the en
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oversimplified and shallow analysis
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than the combination of history, ge
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Language used by opponents of the c
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invades school curriculum” (Lane,
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504
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506
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Appendix D: Sample Data Analyses Ti
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(p. 110) Passage 6: (pp. 110-111) P
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probably good that this was not cas
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Overall, a very unemotional account
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