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 6.35. “The Referendum of 1967” extract from Landmarks: A history of Australia to the present day (Blackmore et al., 1969, p. 166). Even though Landmarks: A history of Australia to the present day (Blackmore et al., 1969) is innovative in comparison to other textbooks during this era; knowledge and understanding of Indigenous Australians is still mediated through non-Indigenous perspectives, with the bulk of Indigenous Australian representations found within a chapter titled “Attitudes”, the final chapter of its section. As generally the last chapter in a textbook or a section of a textbook is the ‘wrap up’ chapter, skipped by teachers if time is running short as it does not generally form the core of the curriculum, the placing of the majority of content connected with Indigenous representations in this chapter means that it remains on the peripheral of curriculum content, included for learning opportunities only if time permits. The 1970 second edition of Australia’s heritage (Sparkes et al., 1970) is an example of a textbook that, although it explicitly states in the preface that the content has been updated due to the reasoning “…historical scene has inevitably changed” (Sparkes et al., 1970, p.6), no mention of the 1967 Referendum is included. Part of the preface reads: Since this series of books was first written the historical scene has inevitably changed. Obviously a decision has been needed to bring the content of the books up to date. Moreover, since history is certainly not a static study, new light continues to be shed on the subject as a result of recent research. Changes have been made in the text where these appeared necessary. Certain alterations have also been made in the light of the experience of students and teachers who have been using the series. In the last seven or eight years, the approach to the teaching of history has been changing also. Much more emphasis is being placed on enquiry techniques and this is to be commended. So that the books may enable teachers to use these newer 264
approaches, more emphasis has been laid on the sections at the end of each chapter which suggest projects for students to undertake as part of their study. In these revised sections, selections of contemporary writings have been featured. In many cases, teachers may decide to use this material to introduce topics or to use it as their treatment of the topic proceeds. In other cases, teachers may find the material useful for purposes of recapitulation or revision. It is hoped that teachers will plan their lessons around this material. (Sparkes et al., 1970, p.6) However, despite the period of rapid social and political changes and events that occurred in the period 1964 to 1970 both in Australia and overseas, the content has remained exactly the same. The changes have been made regarding the addition of study and classroom questions, called “For Research and Discussion” and included alongside the addition of “References” for teachers and students to consult to add to the content presented within the textbook. Here, the authors are cognisant that one textbook cannot cover all materials, so offer the further references as authoritative of worthwhile history texts to consult, with this textbook as a starting point, for use as a class set or similar. The placing of study questions and further references demonstrates a change in the way History was taught in schools. This is also the style of Allsopp and Cowie (1969), and includes an inquiry approach to learning with questions and further references included. This is indicative of the teaching of History of this era. However, while the pedagogical approach was undergoing changes, the content was not, and despite the 1967 Referendum and other active civil rights issues, no content related to Indigenous representations changes at all. So, as similar to the WWI era, the school curriculum changes at such a slow pace, that it really can be viewed as regressive not just conservative in some cases, and definitely so where the exemplar topic of Indigenous representations is concerned. After the first hundred years (Palmer & MacLeod, 1969), is another textbook where the Referendum could have been included, fitting into the structure of the textbook. The focus of the section of the chapter covering Indigenous Australians is on issues of citizenship, albeit with no mention of specific events, like the Referendum, Wave Hill Station Strike, growth in the Land Rights movement and other civil rights issues; instead a very broad stroke version of history and contemporary events is provided, devoid of specific details. In fact, the 265
- 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 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
- 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
- Page 276 and 277: 1962, p. 214). Attributing negative
- Page 280 and 281: inclusion of Indigenous Australians
- Page 282 and 283: foreground of the image, but it is
- 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
- Page 298 and 299: history of Tasmania through various
- Page 300 and 301: Social Studies for Queensland schoo
- Page 302 and 303: al., 1969, p. 166), where Indigenou
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- Page 306 and 307: Source 7.1. Extract from Introducti
- Page 308 and 309: In the lead up to and in the year o
- Page 310 and 311: Newton. The lyrics portray a multic
- Page 312 and 313: 1988 Bicentennial, clearly marking
- Page 314 and 315: Demonstrating the progressive move
- Page 316 and 317: It is important that students have
- Page 318 and 319: such as Case studies in Australian
- Page 320 and 321: Our hope is that students using the
- Page 322 and 323: Source 7.10. “Settlement in Austr
- Page 324 and 325: Source 7.12. Dampier extracts from
- Page 326 and 327: making roles. Particularly in some
Source 6.35. “The Referendum <strong>of</strong> 1967” extract from Landmarks: A history <strong>of</strong><br />
Australia to the present day (Blackmore et al., 1969, p. 166).<br />
Even though Landmarks: A history <strong>of</strong> Australia to the present day (Blackmore et al., 1969) is<br />
innovative in comparison to other textbooks during this era; knowledge and understanding <strong>of</strong><br />
Indigenous Australians is still mediated through non-Indigenous perspectives, with the bulk<br />
<strong>of</strong> Indigenous Australian representations found within a chapter titled “Attitudes”, the final<br />
chapter <strong>of</strong> its section. As generally the last chapter in a textbook or a section <strong>of</strong> a textbook is<br />
the ‘wrap up’ chapter, skipped by teachers if time is running short as it does not generally<br />
form the core <strong>of</strong> the curriculum, the placing <strong>of</strong> the majority <strong>of</strong> content connected with<br />
Indigenous representations in this chapter means that it remains on the peripheral <strong>of</strong><br />
curriculum content, included for learning opportunities only if time permits.<br />
The 1970 second edition <strong>of</strong> Australia’s heritage (Sparkes et al., 1970) is an example <strong>of</strong> a<br />
textbook that, although it explicitly states in the preface that the content has been updated due<br />
to the reasoning “…historical scene has inevitably changed” (Sparkes et al., 1970, p.6), no<br />
mention <strong>of</strong> the 1967 Referendum is included. Part <strong>of</strong> the preface reads:<br />
Since this series <strong>of</strong> books was first written the historical scene has inevitably<br />
changed. Obviously a decision has been needed to bring the content <strong>of</strong> the books up<br />
to date. Moreover, since history is certainly not a static study, new light continues to<br />
be shed on the subject as a result <strong>of</strong> recent research. Changes have been made in the<br />
text where these appeared necessary. Certain alterations have also been made in the<br />
light <strong>of</strong> the experience <strong>of</strong> students and teachers who have been using the series.<br />
In the last seven or eight years, the approach to the teaching <strong>of</strong> history has been<br />
changing also. Much more emphasis is being placed on enquiry techniques and this<br />
is to be commended. So that the books may enable teachers to use these newer<br />
264
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