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Source 7.1. Extract from Introduction by Sir Ninian Stephen in Australia: 200 years and beyond (Anderson, 1987, p. 4). The Weekend Australian magazine history series, published in 1988, presents as a departure from the majority of for-general-public readership national histories, with a critical lens applied, highlighting both shameful and positive aspects of the nation’s past. Source 7.2 and Source 7.3 (representative of each of the two exemplar topics) from the series highlight the complex manner in which Australian history was communicated to its audience. Source 7.2. British heritages interacting with Australian contexts extract from Two hundred years (O’Brien, Keith, Wilson, & Jacobson, 1988, p. 49). 292
Source 7.3. Indigenous representations encapsulated through “Truganini” extract from Two hundred years (O’Brien et al., 1988, p. 325) It is worthwhile pointing out, that selecting 1788 as an important historical marker is also not without contention. For example, Cochrane and Goodman write the following of the establishment of the largest celebration of the year, the 1988 World Expo held in Brisbane, Queensland (Australia’s third largest city): The makers of the Exhibition faced a dilemma: how to put together a program which spoke to the 200 years of white Australia history, which was in some way celebratory, and yet which took seriously the contemporary circumstances which have rendered unequivocal nationalism problematic...The Bicentenary was not a naturally occurring event. A decision had to be made that 200 years since the arrival of the First Fleet was an event worth celebrating. And then the event itself had to be invented...What, exactly, was the Bicentenary about? That had always been open to contestation. (1992, p. 176) 293
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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
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Source 6.24. Frontier Conflicts ext
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6.6 Category 3: Tasmanian Indigenou
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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,
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Page 266 and 267: exploration of the Western Australi
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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
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Page 278 and 279: Source 6.35. “The Referendum of 1
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Page 286 and 287: Source 6.40. “An Australian Fairy
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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
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Page 300 and 301: Social Studies for Queensland schoo
Page 302 and 303: al., 1969, p. 166), where Indigenou
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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
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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
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Page 350 and 351: Crossroads: Imperialism and race re
Page 352 and 353: Source 7.42. Vincent Lingiari’s n
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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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