PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Source 6.31. “The Last of His Tribe” in Queensland School Reader: Grade 7 (Department of Public Instruction, 1957/1960/1963/1967, pp. 168-9) The Last of His Tribe, representing one Indigenous elder as indicative of all Indigenous Australians, asserts that Indigenous Australians and therefore their cultures are ‘dying out’ or disappearing. This is epitomised in this poem from the beginning, with the title The Last of His Tribe. This poem is written to give a mystical, dream like impression of what appears to be the last Indigenous Australian still alive from a particular tribe, remembering his youth. The following word choices in particular emphasize this: He crouches, and buries his face o his knees, And he hides in the dark of his hair; For he cannot look up on the storm-smitten trees, Or think of the loneliness there— Of the loss and the loneliness there. (Department of Public Instruction, 1957/1960/1963/1967, p. 168); Supported by the final stanza: 256
Will he go in his sleep from these desolate lands Like a chief, to the rest of race, With the honey-voiced woman who beckons and stands, And gleams like a dream in his face— Like a marvelous dream in his face? (Department of Public Instruction, 1957/1960/1963/1967, p. 169) Specific words relevant to Indigenous cultures are mentioned throughout this poem. This is unusual for school texts of this era, and adds to the mysticism and other-worldliness of the poem, as the terms are not defined for the students (this is despite that in other narratives in Readers, new and unfamiliar words are defined for the students). It is as though this poem has been included to be enjoyed only for its literary qualities, not for deep understanding. Specific words throughout the poem that may need defining are: “boomerangs”, “woomera”, “ nullah”, “spears”, “corroboree”, “Lubra” [woman] (Department of Public Instruction, 1957/ Department of Education, 1960/1963/1967, p. 168). The second example, from a 1968 edition of the School Paper, written by Indigenous poet Kath Walker (also known as Oodgeroo Nonuccal) describes an Indigenous cultural tradition, the Corroboree (see Source 6.32). 257
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Will he go in his sleep from these desolate lands<br />
Like a chief, to the rest <strong>of</strong> race,<br />
With the honey-voiced woman who beckons and stands,<br />
And gleams like a dream in his face—<br />
Like a marvelous dream in his face? (Department <strong>of</strong> Public Instruction,<br />
1957/1960/1963/1967, p. 169)<br />
Specific words relevant to Indigenous cultures are mentioned throughout this poem. This is<br />
unusual for school texts <strong>of</strong> this era, and adds to the mysticism and other-worldliness <strong>of</strong> the<br />
poem, as the terms are not defined for the students (this is despite that in other narratives in<br />
Readers, new and unfamiliar words are defined for the students). It is as though this poem has<br />
been included to be enjoyed only for its literary qualities, not for deep understanding.<br />
Specific words throughout the poem that may need defining are: “boomerangs”, “woomera”,<br />
“ nullah”, “spears”, “corroboree”, “Lubra” [woman] (Department <strong>of</strong> Public Instruction, 1957/<br />
Department <strong>of</strong> Education, 1960/1963/1967, p. 168).<br />
The second example, from a 1968 edition <strong>of</strong> the School Paper, written by Indigenous poet<br />
Kath Walker (also known as Oodgeroo Nonuccal) describes an Indigenous cultural tradition,<br />
the Corroboree (see Source 6.32).<br />
257
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