PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Source 7.10. “Settlement in Australia” extract from Spanning Time (Power et al., 1985, pp. 176-177) 308
7.4.2 Discourses of Indigenous Australians as savages/primitive. Viewing Indigenous Australians as savage or primitive is highlighted in Source 7.11 in an extract from Spanning Time about Dampier, a Dutch explorer from the 1600s. Source 7.11. Extract about William Dampier from Spanning Time (Power et al., 1985, p. 179) By not mediating the summary of a primary source quote in Source 7.11, students are not provided with an understanding of Dampier’s statement within its historical context. Nor is this perspective problematised or critiqued. Instead, students are provided exposure to this statement as though it is ‘true’ and unproblematic. The disconnected use of this primary source quote is also included in Primary Social Studies sourcebook year 5 (Department of Education, 1988a). Despite the significant role this sourcebook plays in acknowledging and promoting Indigenous Australian histories, primary source documents are still used, unmediated, in a way that reinforces discourses that view Indigenous Australians as ‘savage’ or ‘primitive’. See, for example, Source 7.12, two extracts from a Teacher information sheet in Primary Social Studies sourcebook year 5. 309
- 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 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 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
- Page 366 and 367: Source 7.57. Activity ideas for Nat
- Page 368 and 369: Unit 3: Modern Australia emerges co
- Page 370 and 371: demonstrate, even at a minor and in
Source 7.10. “Settlement in Australia” extract from Spanning Time (Power et al., 1985, pp.<br />
176-177)<br />
308
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