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Indigenous Australians are still regarded as their “problem”, completely ignoring the actions that brought upon particular inequities such as poverty, lack of formal education and health disadvantages. The chapter concludes with four questions on Indigenous Australians, with the fourth question reading “What do you regard as the main problems facing the Aborigine today?” (Blackmore et al., 1969, p. 177). No attempt is made here to look at the issues holistically, including all Australians in addressing the growing inequities between Indigenous and non-Indigenous Australians. 6.8.5 Discourses of tokenistic representations of Indigenous Australians. General representations of artist Albert Namatjira are included in a number of textbooks and seem to represent a tokenistic example of Indigenous Australians in contemporary society. It is as though Namatjira has been selected as the example to use in order to demonstrate some kind of even-handedness approach to the Social Studies and History curriculum—a safe selection as Namatjira is an artist of landscape water colours, not known for political activism. For example in Australia’s heritage, Albert Namatjira’s name is included in a list within a section titled Nationalism. The extract reads: As Australians, we are all proud of our land, native or adopted. We love its beauty; we glory in its growing importance. We want our athletes to win the Olympic Games, Miss Australian to be Miss International. We like our Australian way of life with its belief in God, its respect for the individual, its easy comradeship, its material prosperity—even its rather annoying casualness. The heroes of our history—men and women such as Captain Cook, John Oxley, Dame Mary Gilmore, Sir Donald Bradman, Albert Namatjira—are sources of pride for every true Australian. The “diggers” of the World Wars have become a symbol to the rest of the world of Australian courage, physical strength, and loyalty. New Australians soon learn English and follow our customs in order to become “Australians”. (Sparkes et al., 1964, pp. 194-5) Albert Namatjira is presented equally to the other names listed, as examples for further study, as “heroes of our history” and “sources of pride for every Australian” (Sparkes et al., 1964, p. 195). Unless you know specifically that Albert Namatjira is an Arrernte (sometimes spelled Arnada) Indigenous Australian, then this one name inclusion may have gone unnoticed in this textbook as an example of Indigenous representations. 270
Despite the Preface indicating the aim of the textbook, “...seeks to explain the causes and effects of movements significant in the lives of Australians today” (Sparkes et al., 1964, p. 5), in this textbook, Indigenous Australians (other than this one reference to Albert Namatjira) are represented as a-historical, almost as an historical artefact themselves with words such as ‘natives’ and ‘tribe’ attributed to descriptions of Indigenous Australians. Seen only from a Eurocentric perspective; Indigenous Australians are mentioned only in relation to Captain Phillip’s contact with them in 1788, rather than as contributing to contemporary 1960s Australia. 6.9 Intersection of British Heritages and Indigenous Representations Intersections of the two exemplar topics, British heritages and Indigenous representations occur infrequently in textbooks and other curriculum materials of this era. A rare example of this is included in the children’s fictional story, An Australian Fairytale by Monica Wallace published in the supplementary curriculum item of a 1958 School Paper (Wallace, 1958, pp. 112-113). The story in its entirety and as it appears in the magazine can be viewed Source 6.40. 271
- 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 278 and 279: Source 6.35. “The Referendum of 1
- Page 280 and 281: inclusion of Indigenous Australians
- Page 282 and 283: foreground of the image, but it is
- 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
- Page 304 and 305: 290
- 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
- Page 330 and 331: Source 7.19. Yiwara “special obli
- Page 332 and 333: suggestions on how teachers are to
Indigenous Australians are still regarded as their “problem”, completely ignoring the actions<br />
that brought upon particular inequities such as poverty, lack <strong>of</strong> formal education and health<br />
disadvantages. The chapter concludes with four questions on Indigenous Australians, with the<br />
fourth question reading “What do you regard as the main problems facing the Aborigine<br />
today?” (Blackmore et al., 1969, p. 177). No attempt is made here to look at the issues<br />
holistically, including all Australians in addressing the growing inequities between<br />
Indigenous and non-Indigenous Australians.<br />
6.8.5 Discourses <strong>of</strong> tokenistic representations <strong>of</strong> Indigenous Australians.<br />
General representations <strong>of</strong> artist Albert Namatjira are included in a number <strong>of</strong> textbooks and<br />
seem to represent a tokenistic example <strong>of</strong> Indigenous Australians in contemporary society. It<br />
is as though Namatjira has been selected as the example to use in order to demonstrate some<br />
kind <strong>of</strong> even-handedness approach to the Social Studies and History curriculum—a safe<br />
selection as Namatjira is an artist <strong>of</strong> landscape water colours, not known for political<br />
activism. For example in Australia’s heritage, Albert Namatjira’s name is included in a list<br />
within a section titled Nationalism. The extract reads:<br />
As Australians, we are all proud <strong>of</strong> our land, native or adopted. We love its beauty;<br />
we glory in its growing importance. We want our athletes to win the Olympic<br />
Games, Miss Australian to be Miss International. We like our Australian way <strong>of</strong> life<br />
with its belief in God, its respect for the individual, its easy comradeship, its material<br />
prosperity—even its rather annoying casualness. The heroes <strong>of</strong> our history—men and<br />
women such as Captain Cook, John Oxley, Dame Mary Gilmore, Sir Donald<br />
Bradman, Albert Namatjira—are sources <strong>of</strong> pride for every true Australian. The<br />
“diggers” <strong>of</strong> the World Wars have become a symbol to the rest <strong>of</strong> the world <strong>of</strong><br />
Australian courage, physical strength, and loyalty. New Australians soon learn<br />
English and follow our customs in order to become “Australians”. (Sparkes et al.,<br />
1964, pp. 194-5)<br />
Albert Namatjira is presented equally to the other names listed, as examples for further study,<br />
as “heroes <strong>of</strong> our history” and “sources <strong>of</strong> pride for every Australian” (Sparkes et al., 1964, p.<br />
195). Unless you know specifically that Albert Namatjira is an Arrernte (sometimes spelled<br />
Arnada) Indigenous Australian, then this one name inclusion may have gone unnoticed in this<br />
textbook as an example <strong>of</strong> Indigenous representations.<br />
270