PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
It is important that students have an understanding of the contemporary world. This can only be achieved by placing into perspective its historical origins. This exposure to the recent past should give students a knowledge and awareness which will assist their comprehension of the world in which they live. (Board of Secondary School Studies, 1987) This rationale emphasizes the importance of understanding history within a contemporary context, an aspect of study particularly relevant for the Indigenous representations exemplar topic for this research, due to the significance of the political rights (particularly land rights) movement in the 1960s and 1970s. The syllabus content is structured into ten semester units (see Source 7.6) from which teachers select four as learning experiences for students (to cover the four semesters across years 11 and 12). Source 7.6. Semester Units extract from Senior syllabus in Modern History (Board of Secondary School Studies, 1987, p. 4) The Crossroads textbooks, written and edited by H.R. Cowie encompass the ten units across the five textbooks that comprise the series, following closely the structure of the syllabus. This reinforces that it is appropriate to select this textbook series as a representative example of a textbook that translates the syllabus to classroom learning experiences. 302
7.2.3 Key textbooks and related school curriculum documents. Key textbook and curriculum support materials selected for analysis cover primary school, junior high school grade levels and senior high school. Unlike the other two eras analysed, whereby the syllabuses were more prescriptive and textbooks were published and supplied by the Education Department, this era has a significantly less prescriptive syllabus and a greater selection of textbooks is available, published by private publishing companies. Therefore, there are many more textbooks to select from as the options in the syllabus (especially for high school) have increased. This has made textbook selection more complicated, accentuating the need to adhere to the criteria established in Chapter 3: Methodology, Research Design and Conduct. In order to select textbooks, direction has been taken from Queensland Universities’ catalogues, collections of University lecturers who were involved in teaching of pre-service education programs, and from teachers who taught during the 1980s. For primary school, selection was not complicated, as sourcebooks published by the Department were supplied to all schools and used in great numbers by teachers. Therefore, these sourcebooks form the focus for analysis of selected textbooks and related curriculum documents for this era. Source 7.7 includes an extract from the introduction of the Primary Social Studies sourcebook year 5 (Department of Education, 1988a) outlining the purpose and origin of the sourcebooks. Source 7.7. Extract about sourcebooks from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 1) The majority of textbooks available for short listing and selection for analysis cover the junior years of high school, being in Queensland years 8, 9 and 10. These textbooks range from comprehensive texts covering a wide range of modern history topics, such as The modern world emerges (Lawrence et al.,1986); to more focused topic specific approaches, 303
- 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 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
- 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 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
- Page 352 and 353: Source 7.42. Vincent Lingiari’s n
- Page 354 and 355: Australia’s referenda history—w
- Page 356 and 357: Source 7.45 demonstrates that throu
- Page 358 and 359: of Indigenous Australian cultures.
- Page 360 and 361: the 42 page unit of work in a textb
- Page 362 and 363: Source 7.53. Continuity of Indigeno
- Page 364 and 365: in conjunction with non-Indigenous
7.2.3 Key textbooks and related school curriculum documents.<br />
Key textbook and curriculum support materials selected for analysis cover primary school,<br />
junior high school grade levels and senior high school. Unlike the other two eras analysed,<br />
whereby the syllabuses were more prescriptive and textbooks were published and supplied by<br />
the Education Department, this era has a significantly less prescriptive syllabus and a greater<br />
selection <strong>of</strong> textbooks is available, published by private publishing companies. Therefore,<br />
there are many more textbooks to select from as the options in the syllabus (especially for<br />
high school) have increased. This has made textbook selection more complicated,<br />
accentuating the need to adhere to the criteria established in Chapter 3: Methodology,<br />
Research Design and Conduct. In order to select textbooks, direction has been taken from<br />
Queensland Universities’ catalogues, collections <strong>of</strong> <strong>University</strong> lecturers who were involved<br />
in teaching <strong>of</strong> pre-service education programs, and from teachers who taught during the<br />
1980s. For primary school, selection was not complicated, as sourcebooks published by the<br />
Department were supplied to all schools and used in great numbers by teachers. Therefore,<br />
these sourcebooks form the focus for analysis <strong>of</strong> selected textbooks and related curriculum<br />
documents for this era.<br />
Source 7.7 includes an extract from the introduction <strong>of</strong> the Primary Social Studies<br />
sourcebook year 5 (Department <strong>of</strong> Education, 1988a) outlining the purpose and origin <strong>of</strong> the<br />
sourcebooks.<br />
Source 7.7. Extract about sourcebooks from Primary Social Studies sourcebook year<br />
5 (Department <strong>of</strong> Education, 1988a, p. 1)<br />
The majority <strong>of</strong> textbooks available for short listing and selection for analysis cover the<br />
junior years <strong>of</strong> high school, being in Queensland years 8, 9 and 10. These textbooks range<br />
from comprehensive texts covering a wide range <strong>of</strong> modern history topics, such as The<br />
modern world emerges (Lawrence et al.,1986); to more focused topic specific approaches,<br />
303
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