PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
foreground of the image, but it is seen only partially. There is also a domesticated dingo sitting between two of the women. The humpies are made of branches, leaves and what appears to be either old canvas or blankets. The women and children are wearing nontraditional clothes of dresses or shirts and shorts. Interestingly, knowledge is presented as able to be critically constructed by students and used by the teacher as a learning opportunity, with the description placed at the top of the image: “Aborigines near Kalgoorlie, W.A.” followed by three questions running along below the image: “What indications are there of poverty? Why do some Aborigines live under these conditions? What evidence is there of contact with the white man?” (Blackmore et al., 1969, p. 167). Source 6.37. “Aborigines near Kalgoorlie, W.A.” extract from Landmarks: A history of Australia to the present day (Blackmore et al., 1969, p. 167). 6.8.4 Discourses of progress and hope. Contemporary representations, within a larger topic of assimilation are included in some depth in Australia and the near north (Connole, 1962), covering the following topics: the missions; the government; health and housing; franchise; social service benefits, education; and employment. The general discourse running through this chapter is one of progress with hope for the future, especially regarding the full citizenship and participation in mainstream society of Indigenous Australians. Throughout this section of the textbook, the perspective of the author is made explicitly clear, for example, see Source 6.38. 268
Source 6.38. “The Missions” extract from Australia and the near north (Connole, 1962, p. 215). Within this discourse, value of representations of Indigenous Australians is attributed to economic contributions (see, for example, Source 6.39). Source 6.39. “How can Aborigines best contribute…?” extract from Landmarks: A history of Australia to the present day (Blackmore et al., 1969, p. 169) Interestingly, for all of its understandings of the contemporary issues being experienced by Indigenous Australians, the textbook still follows a narrow definition of progress by aligning the value of Indigenous people with their (potential) economic contribution, beginning a paragraph with the question “How can the Aborigines best contribute to the economic development of Australia?” (Blackmore et al., 1969, p. 169). The question is then responded to by stating that Indigenous Australians should be allowed to receive economic compensation due to being “dispossessed” (Blackmore et al., 1969, p. 169) as a result of the approval by the government of mining leases. Here, an ideology of privileging economic wealth is strongly articulated. A second reason is then asserted, being “…particularly in the areas of the remote north where the climate of the region is unattractive to white men” (Blackmore et al., 1969, p. 169). Here the previous comment of more or less financial compensation for dispossession from traditional land is contradicted by the term “particularly” to describe where this should happen—in areas where the weather is consistently hot and humid; therefore opening the possibility that compensation should be based on location, rather than principle, a problematic concept. Overall, Indigenous Australians are represented as having nothing valuable to offer any part of society except economically when they lease their traditional lands. Social inequities experienced by 269
- 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.
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- Page 246 and 247: 6.5 Category 2: Frontier Conflicts
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- 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
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- 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 280 and 281: inclusion of Indigenous Australians
- 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
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- Page 318 and 319: such as Case studies in Australian
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- 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
- Page 330 and 331: Source 7.19. Yiwara “special obli
Source 6.38. “The Missions” extract from Australia and the near north (Connole,<br />
1962, p. 215).<br />
Within this discourse, value <strong>of</strong> representations <strong>of</strong> Indigenous Australians is attributed to<br />
economic contributions (see, for example, Source 6.39).<br />
Source 6.39. “How can Aborigines best contribute…?” extract from Landmarks: A<br />
history <strong>of</strong> Australia to the present day (Blackmore et al., 1969, p. 169)<br />
Interestingly, for all <strong>of</strong> its understandings <strong>of</strong> the contemporary issues being experienced by<br />
Indigenous Australians, the textbook still follows a narrow definition <strong>of</strong> progress by aligning<br />
the value <strong>of</strong> Indigenous people with their (potential) economic contribution, beginning a<br />
paragraph with the question “How can the Aborigines best contribute to the economic<br />
development <strong>of</strong> Australia?” (Blackmore et al., 1969, p. 169). The question is then responded<br />
to by stating that Indigenous Australians should be allowed to receive economic<br />
compensation due to being “dispossessed” (Blackmore et al., 1969, p. 169) as a result <strong>of</strong> the<br />
approval by the government <strong>of</strong> mining leases. Here, an ideology <strong>of</strong> privileging economic<br />
wealth is strongly articulated. A second reason is then asserted, being “…particularly in the<br />
areas <strong>of</strong> the remote north where the climate <strong>of</strong> the region is unattractive to white men”<br />
(Blackmore et al., 1969, p. 169). Here the previous comment <strong>of</strong> more or less financial<br />
compensation for dispossession from traditional land is contradicted by the term<br />
“particularly” to describe where this should happen—in areas where the weather is<br />
consistently hot and humid; therefore opening the possibility that compensation should be<br />
based on location, rather than principle, a problematic concept. Overall, Indigenous<br />
Australians are represented as having nothing valuable to <strong>of</strong>fer any part <strong>of</strong> society except<br />
economically when they lease their traditional lands. Social inequities experienced by<br />
269