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6.6.4 Discourses of criminality.
Violent actions towards Tasmanian aboriginals are initially set up as being regarded as
regretful and shameful. This is explicitly articulated in Social studies for Queensland schools
grade 7, describing the violent clashes between the Indigenous and non-Indigenous
population, including government policies, as “thus commenced the worst feature of
Tasmanian history” (Department of Education, 1960/1963, p. 20). However, the tone of the
Social studies for Queensland schools grade 7 textbook quickly changes to that of
representing Tasmanian aboriginals as violent and criminal. By consistently referring to
Tasmanian aboriginals in the same sentences and passages as bushrangers, a discourse of
criminality emerges that places Tasmanian aboriginals in the same category as outlaws. Other
groups, such as current or former convicts and errant so-named free settlers are not
categorised with either bushrangers or the Tasmanian aboriginals, despite the illegal actions
of some from these groups. Within this discourse of criminality, blame is attributed to the
Tasmanian aboriginals collectively for the violence committed by them against “...peaceful,
lonely settlers” (Department of Education, 1960/1963, p. 20). For, although the text makes
clear that the violence was first committed against the Tasmanian aboriginals, through the
statement “not satisfied with hunting and fishing, many convicts, “bushrangers”…attacked
the natives, shooting down great numbers of them. The natives retaliated and, considering all
white people to be their enemies, often took revenge upon peaceful, lonely settlers”
(Department of Education, 1960/1963, p. 20). Blame here is placed on the shoulders of the
Tasmanian aboriginals for not identifying differences between groups of “white people”
(Department of Education, 1960/1963, p. 20). Furthermore this text assumes that it was only
bushrangers who committed acts of crime and violence against the Indigenous population,
absolving all others of responsibility or blame.
6.6.5 Discourses of a ‘dying race’.
In Social Studies for Queensland schools grade 7 (Department of Education, 1960/1963), no
discussion or debate is broached about the actual cause of the mass death of Tasmanian
aboriginals. The government policies and sanctioned actions regarding treatment of the
Indigenous population are not mediated for students, resulting in a disjointed historical
narrative that does not effectively link cause with effect. The textbook refers to the
consequences of what has in more recent times been referred to as “genocide” (Elder, 2003;
often incorrectly attributed to H. Reynolds, see a discussion in Curthoys & Docker, 2006, pp.
229-232 for more information) as “they were given a new home on Flinders Island in Bass
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