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places where the natives were treated with kindness and affection, and that much of the harshness was due to ignorance and misunderstanding. But for actual cruelty, which unfortunately cannot be denied, no excuse is possible. (Palmer and McLeod, 1954/1964, p. 61, emphasis added). Although the two primary sources included in this section of the textbook are of two different perspectives, at no stage are the perspectives of any Indigenous Australians given. Instead, Indigenous Australians are written about not by. So, the students are only ever receiving the perspective of a someone who is non-Indigenous, furthering the likelihood of Indigenous Australians being seen as victims of history and in need of being ‘looked after’ and afforded protection; rather than being in control of their lives and events which shape their experiences. 6.5.3 Discourses of justice. In Source 6.23, one of two narratives within discourses of justice; blame is not attributed to either the Indigenous population or “squatters” (Blackmore et al., 1969, p. 164) for engaging in what is referred to simply as a “conflict” (Blackmore et al., 1969, p. 164). Rather, it is reported in this narrative as “each side took direct action with predictable results” (Blackmore et al., 1969, p. 164). The example provided of the Frontier Conflicts is a case on the Wando Vale (called Wannon in the narrative) property in 1849 where the owners, the Whyte brothers, retaliate after a group of local Indigenous Australians, by all accounts, purposefully steal a herd of sheep. On the one hand the textbook appears sympathetic to the violent outcome, with a primary source account of the event pre-empted with “the story of the slaughter of Aborigines” (Blackmore et al., 1969, p. 164). Use of the term slaughter indicates some kind of sympathy towards the victims of the violent clash. However, this is somewhat contradicted when, at the end of the primary source accounts which concludes with “There was, therefore, no trial, although it was with some show of justice maintained that several of the blacks had been shot when the conflict was over and the sheep recovered” (Blackmore et al., 1969, p. 165, emphasis added). The reader is not told who shot the Indigenous Australians, nor is the reason for referring to their death as justice resolved. Whilst it could be accurately asserted that because stealing sheep is a crime, then punishment needs to be dealt out, the level of unequal violence without anyone being brought forth to face justice in the legal system is not mediated or resolved for the students reading the textbook. 236
Source 6.23. “The occupation of the land by the squatters” extract from Landmarks (Blackmore et al., 1969, pp. 164-165). A significant component of the one and a half page narrative that constitutes the majority of the representation of Indigenous Australians in Australia in world history volume 1 (Logue et al., 1965) covers the Frontier Conflicts (see Source 6.24). 237
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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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Australia contains further signific
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Source 5.7. Extract from Preface to
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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
Page 238 and 239: Indigenous Australian interactions
Page 240 and 241: Source 6.18. “Jacky’s Sad Story
Page 242 and 243: Australians in history narratives.
Page 244 and 245: comments that bring together the va
Page 246 and 247: 6.5 Category 2: Frontier Conflicts
Page 248 and 249: 6.5.2 Discourses of eye-witness acc
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
Page 266 and 267: exploration of the Western Australi
Page 268 and 269: group: “naked”; “In the ten t
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 284 and 285: Indigenous Australians are still re
Page 286 and 287: Source 6.40. “An Australian Fairy
Page 288 and 289: Indigenous woman which, although co
Page 290 and 291: They hold that the bush and all it
Page 292 and 293: attention and make learning Social
Page 294 and 295: Department of Education, 1960/1963,
Page 296 and 297: secondary school level this textboo
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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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