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al., 1969, p. 166), where Indigenous Australians are shown as being part of contemporary society; and also of being named, for example Tudawali and Namatjira. However, apart from these couple of exceptions, Indigenous Australians are by and large only mentioned as a group or if mentioned as individuals as part of a wider narrative or topic area on Indigenous Australians. Rather than included as part of the mainstream content, Indigenous representations are included as something ‘special’, ‘exotic’ and ‘other’; meaning as a consequence Indigenous Australians are seen outside of the ‘normal’ and ‘everyday’, away from mainstream society. Overall, Indigenous representations remained static throughout this era with, for example, the Social Studies for Queensland schools series not undergoing any changes from the early-mid 1950s until the early 1970s. Despite all that had changed in society over that time period in relation to Indigenous representations, the core curriculum texts did not change. 6.11.7 Disjuncture and parallels between History curriculum and public discourses. As demonstrated in the analysis of textbooks, there is significant evidence of disjuncture between school curriculum and general public discourses. Generally, school textbooks are devoid of information relating to contemporary events initiated by Indigenous Australians, such as, for example: the Wave Hill Station Strike of 1966; the 1967 referendum; Freedom bus ride of 1965; general civil action for land rights to be recognised, for example, the Yirrkala people’s petition of 1963; and towards the end of the era the establishment of the Tent Embassy in 1972. Whereas, in public discourses, these issues and events were given increasingly significant press space and heightened attention by the mainstream community, they are largely missing in History and Social Studies textbooks. At the same time, there is sufficient data analysed from the selected textbooks that demonstrate a commitment by educators (all the textbook authors were either teachers or employed by the Department of Education), to present alternative or resistant readings to those which otherwise present themselves in the syllabus. This was achieved to a greater degree than in the WWI era, where there are no examples of textbooks that challenge dominant discourses or offer any alternative perspectives. Throughout this era there were many different perspectives concerning Indigenous representations (as there remains today), which were influenced by the media, have informed debates. The perspectives that the media take is very much dependent on the issues being 288
discussed, rather than a principled approach to social and political rights and equity. So, for example whilst the mainstream media and government supported the referendum of 1967, the same cannot be for said for the Tent Embassy, whereby the issues were sometimes presented as somehow infringing on existing non-Indigenous rights, for example those of pastoralists. Overall, it is apparent that school curriculum did reflect the dominant socio-political values of its historical era. The content is presented in an authoritarian way with little opportunity for debate about either the accuracy of or the appropriateness of selecting certain content over another. Furthermore, it is evident that the school curriculum from this era takes on a conservative representation of the changes to the dominant socio-political discourses, and does not include contemporary understandings or events surrounding Aboriginal issues that were beginning to emerge in the consciousness of mainstream Australian society. 289
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University of Southern Queensland C
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Certification of Dissertation I cer
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for and receive a scholarship so th
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5.4 Category 1: Privileging British
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List of Figures Figure 3.1 Structur
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Appendices Appendix A: Contexts…
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through The Courier Mail, as well a
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A syllabus in the Queensland school
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after World War I (WWI); the Austra
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Settler and Savage: One hundred yea
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3. What discourses of British Herit
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Howard in 2007; arguably a point in
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2.1.2 Key concepts and terms. As wi
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Giroux & Purpel, 1983; Whitty, 1985
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that Bruner mentions are prepositio
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kind of private property handed dow
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The information presented thus far
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English (AATE) used an editorial of
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2.3 Defining Textbooks One importan
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textbooks are...a very important ve
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which the learner is subject, but t
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Although Issitt (2004) contends tha
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intended set of learnings are infor
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Moving to focus on those who hold r
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parameters of the terms of the deba
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Similarly, Woodfin asserts “in es
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1996, pp. 8-9). Luke further discus
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powerful groups may also otherwise
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2.7.1 Theories of national identity
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understood as part of a broader str
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significance (either implicitly or
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…in the established nations, ther
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The ‘history wars’ in Australia
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In academia, the move is away from
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and its internal and external other
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Whilst this may be an extreme examp
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conducted for this project due to t
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Table 2.2 The Two Traditions of His
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puts emphasis on the celebration of
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emaining the same throughout. Stude
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As one of few (current) educators i
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A researcher bricoleur carefully se
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approaches. What bricolage does off
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and modification” (Reitstaetter,
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icolage, interpretive bricolage, po
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approaches, processes of further en
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historical studies and more (see, f
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A criticism made by Blommaert that
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The lens of CDA is used to gain ins
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with the bricolage approach adapted
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In his examination of American hist
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considered and, where relevant, ove
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the…analysis of political discour
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avoids the ‘Bad King John/Good Qu
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2005, p. 5). Due to placing visual
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(1995-1996, p. 5). Increasingly, st
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term memories, and the power nation
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When we attempt to answer the quest
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In academia, the move is away from
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Historians operating in the critica
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for the purposes of this project, i
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get the job done to the satisfactio
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the project, enabled through a refl
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challenging task of the reflection
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understand the relationship the res
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establishing the trustworthiness of
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publishing company for Queensland s
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of direct light, so that they could
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o Queensland based authors are ofte
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selection, resulting in as comprehe
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• “1. Focus upon a social probl
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contextualised in the wider study,
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Dijk as “knowledge, attitudes and
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136
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a type of ‘neutral’ fact-sheet
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across the three distinct eras focu
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stories by authors such as Arthur C
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opposes the notion that a person is
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Given the clear recollections of sc
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5.2 Education Context This section
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following passage taken from the pr
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5.2.3 Key textbooks and related sch
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Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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the largest for British heritages,
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stands for the country itself and t
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Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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demands. But if they spoke with a u
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5.8.1 Discourses of legitimizing th
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practical example: Australia’s pa
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Although often mediated through the
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which were, at the time, very emoti
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Source 5.6. Front cover of Anzac Da
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5.9 Intersections of British Herita
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Australia contains further signific
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Source 5.7. Extract from Preface to
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Furthermore, the use of primary sou
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“…playing fast and loose with t
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Australia experienced a growing str
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Separate State responsibility has l
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The two examples above, although br
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It was in the 1952 syllabus that th
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(b) Australian Aborigines. (Departm
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However, due to the wide distributi
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matter in a fresh and interesting w
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textbooks published in the early to
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Source 6.3. A sample project sheet
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narratives of so-named British expl
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This image, like many of the narrat
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killed by Indigenous Australians; E
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possibly unintended message that th
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Source 6.10. “Natives” extract
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Source 6.11. “King was saved” e
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Indigenous Australians is linked wi
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one Indigenous person. There is a v
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Source 6.15. Batman Treaty and Gove
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Indigenous Australian interactions
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Source 6.18. “Jacky’s Sad Story
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Australians in history narratives.
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comments that bring together the va
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6.5 Category 2: Frontier Conflicts
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6.5.2 Discourses of eye-witness acc
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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
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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
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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
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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
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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
Page 330 and 331: Source 7.19. Yiwara “special obli
Page 332 and 333: suggestions on how teachers are to
Page 334 and 335: As demonstrated in Source 7.23, thi
Page 336 and 337: Source 7.28. “The first Australia
Page 338 and 339: settlement. However, documents reve
Page 340 and 341: of the early interactions between T
Page 342 and 343: Given that this textbook was publis
Page 344 and 345: overtly, as the issues of land righ
Page 346 and 347: The Wave Hill walkout, covering the
Page 348 and 349: textbook author is presenting for s
Page 350 and 351: Crossroads: Imperialism and race re
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Source 7.42. Vincent Lingiari’s n
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Australia’s referenda history—w
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Source 7.45 demonstrates that throu
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of Indigenous Australian cultures.
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the 42 page unit of work in a textb
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Source 7.53. Continuity of Indigeno
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in conjunction with non-Indigenous
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Source 7.57. Activity ideas for Nat
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Unit 3: Modern Australia emerges co
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demonstrate, even at a minor and in
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students are exposed to no aspects
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first Australians and I’m an Aust
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eing taught until the upper primary
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which details the setting up of a c
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7.67. Two examples in particular sh
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unlike other textbooks which discus
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However, although this statement wa
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fear of Japan, that the Australian
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Australia in both WWI and WWII. The
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Source 7.73. Treaty of Versailles e
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The Australian government realized
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Task 41: Australian foreign policy
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enemy threatening to invade our sho
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following statement: “Political l
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“doomed to failure”; “finally
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So strong are the stories of the Ga
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Moving beyond a simplistic discours
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Nationalists, opposed to the Britis
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This demonstrates the importance Gr
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entered mainstream public conscious
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explains the purpose of including T
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Source 7.95. “Pupil information s
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terminology of European is stated w
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7.23.6 Representations of British h
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406
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findings of the analysis through ar
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curriculum in such a way that the h
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(and at times former dominant disco
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natives and often gave them present
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finite and ‘true’. In particula
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understanding? This last point is o
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420
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and functional perspectives on time
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Collins, C., & Knight, S. (2006). E
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Department of Public Instruction. (
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Fiske, J., Hodge, B., & Turner, G.
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Henderson, G. (2008b, August 12). N
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Kitson, J. (Interviewer), & Malouf,
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Melleuish, G. (1998). The packaging
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Roberts, M. (2004). Postmodernism a
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van Leeuwen, T. (2001). Semiotics a
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440
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442
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particular, this includes taking on
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The mapping of these debates conclu
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A1.1.4 Terminology. The term histor
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The similarities of the debates acr
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over...an overrun of divisive multi
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political cartoon satirist, Peter N
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A1.5.1 April 23, 1993: Geoffrey Bla
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After an initial furor, this curric
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A1.5.4 October and November 1996: J
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I take a very different view. I bel
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history/culture wars in the public
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parallels between ideologies presen
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into “politically correct new age
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Root and branch renewal of history
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Further in his lecture, Manne then
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Throughout the years that the histo
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A people with a sense of a fair go
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"There's real anger about that," ag
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Instead, from the nation's Parliame
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asis for critical (and often deriso
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valid reasons for living and hoping
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“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
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The politicisation of the curriculu
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Government in the rundown to the en
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oversimplified and shallow analysis
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than the combination of history, ge
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Language used by opponents of the c
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invades school curriculum” (Lane,
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504
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506
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Appendix D: Sample Data Analyses Ti
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(p. 110) Passage 6: (pp. 110-111) P
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probably good that this was not cas
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Overall, a very unemotional account
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