PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
inclusion of Indigenous Australians appears to be legitimized only by mediation of representations through Australia’s constitution and state-government policies, with a significant focus on broad policies of exclusion and paternalism. In addition, a topic what has become known in more recent times as The Stolen Generation is included here, albeit without naming it as such. For example, the following passage reads: The Constitution of the Commonwealth referred to the aborigines only to instruct that they were not to be counted in census figures and to state that the Federal government had no power to make laws concerning them. The states framed their own laws and ordinances to govern aboriginal people. Many of these imposed restrictions and handicaps giving aborigines little opportunity to improve their conditions. They were excluded from many benefits taken for granted by white men. In some states their movements were severely controlled. They could not settle in certain areas, they could be removed from one district to another, children could be forcibly taken from their parents and brought up in schools hundreds of miles from their homes. Aborigines were paid lower wages than white men doing the same work, little was done for the education of their children, young people could not marry without the permission of a government official, housing conditions were often very bad. (Palmer & MacLeod, 1969, p. 183) 6.8.2 Narratives of the Wave Hill Station Strike. Continuing with its representations of contemporary topics related to Indigenous Australians, Landmarks: A history of Australia to the present day (Blackmore et al., 1969) features a narrative (see Source 6.36) on what is now known as the Wave Hill Station Strike providing an example of current issues experienced by Indigenous people from the Northern Territory. 266
Source 6.36. “Major Problems” an extract from Landmarks: A history of Australia to the present day (Blackmore et al., 1969, p. 166) A rarity for school curriculum of this era, the Indigenous Australians are referred to by their tribal affiliation, the “Gurindji tribe of Wave Hill” (Blackmore et al., 1969, p. 166). A discourse of land rights operates throughout this extract, with the explanation of the decision of the Gurindji people to go on strike, or as the textbook states “…refused to work on the cattle station” (Blackmore et al., 1969, p. 166) due to the point “they wanted eight square miles of Wave Hill country as their own” (Blackmore et al., 1969, p. 166). The main stakeholders, “powerful cattle interests” (Blackmore et al., 1969, p. 166) are represented as oppositional to the Gurindji claim and the textbook then mediates the demand through broader issues of the time, politicizing the reason for the Gurindji land claim, concluding the section with “the Gurindji directed attention to the problem of land ownership at a time when many pastoralist and mining companies were extending their activities throughout the North” (Blackmore et al., 1969, p. 166). A clear binary is established in this narrative that positions the Gurindji and cattle property owners in ideological dispute with each other. In what is now regarded as an important historical event, this textbook is the only example of covering the Wave Hill Station Strike across all textbooks analysed. 6.8.3 Discourses of poverty. Source 6.37 provides an example of discourses of poverty evident in Indigenous representations. The image, a black and white photograph, shows a group of Indigenous Australians (four women and two children) sitting on the dirt ground around a tea billy in what appears to be an outback area (there is scrub in the background of the photo). They are sitting in front of two humpies, or gunyahs. There is part of a third one in the very front 267
- Page 230 and 231: Source 6.11. “King was saved” e
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- 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.
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- Page 246 and 247: 6.5 Category 2: Frontier Conflicts
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- 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 278 and 279: Source 6.35. “The Referendum of 1
- 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
- Page 328 and 329: Source 7.17. Classroom moiety syste
inclusion <strong>of</strong> Indigenous Australians appears to be legitimized only by mediation <strong>of</strong><br />
representations through Australia’s constitution and state-government policies, with a<br />
significant focus on broad policies <strong>of</strong> exclusion and paternalism. In addition, a topic what has<br />
become known in more recent times as The Stolen Generation is included here, albeit without<br />
naming it as such. For example, the following passage reads:<br />
The Constitution <strong>of</strong> the Commonwealth referred to the aborigines only to instruct<br />
that they were not to be counted in census figures and to state that the Federal<br />
government had no power to make laws concerning them. The states framed their<br />
own laws and ordinances to govern aboriginal people. Many <strong>of</strong> these imposed<br />
restrictions and handicaps giving aborigines little opportunity to improve their<br />
conditions. They were excluded from many benefits taken for granted by white men.<br />
In some states their movements were severely controlled. They could not settle in<br />
certain areas, they could be removed from one district to another, children could be<br />
forcibly taken from their parents and brought up in schools hundreds <strong>of</strong> miles from<br />
their homes. Aborigines were paid lower wages than white men doing the same<br />
work, little was done for the education <strong>of</strong> their children, young people could not<br />
marry without the permission <strong>of</strong> a government <strong>of</strong>ficial, housing conditions were<br />
<strong>of</strong>ten very bad. (Palmer & MacLeod, 1969, p. 183)<br />
6.8.2 Narratives <strong>of</strong> the Wave Hill Station Strike.<br />
Continuing with its representations <strong>of</strong> contemporary topics related to Indigenous Australians,<br />
Landmarks: A history <strong>of</strong> Australia to the present day (Blackmore et al., 1969) features a<br />
narrative (see Source 6.36) on what is now known as the Wave Hill Station Strike providing<br />
an example <strong>of</strong> current issues experienced by Indigenous people from the Northern Territory.<br />
266