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making roles. Particularly in some Australian Indigenous kinship systems, considerations outlined in Source 7.14 would be taken into account. Source 7.14. Kinship considerations extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 100) Connected to kinship are moiety systems. This is a complex structure that aims to maintain social order within communities, and is based on a principle of halves (see the explanation provided in Source 7.15). Source 7.15. Explanation of Moiety systems extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 106): 312
Kinship and moiety structures common in Indigenous Australian family groupings are investigated in-depth in Unit 3: Decision-makers of Australia in Primary Social Studies sourcebook year 5 (Department of Education, 1988a). As the introductory topic to the unit that covers government decision making, this topic provides students with an awarenessraising topic pertinent to Indigenous Australian families. Recognising the complexities of kinship, the sourcebook provides the following note to teachers: “This is a very simple explanation of Aboriginal kinship groupings. The purpose of the activity is to promote children’s awareness of the existence of a kinship system rather than to provide a detailed understanding of Aboriginal social structure” (Department of Education, 1988a, p. 100). A similar explanatory note is provided further in the bridging topic regarding the moiety structure. Kinship is included in the unit, justified as a way to demonstrate to students (in particular, those without Indigenous Australian heritages) that there are legitimate structures for decision making and social control outside of their own known ones. In particular, the objective for students is stated as: “By drawing and interpreting kinship diagrams, children should realise that the Aborigines had their own systems of social control” (Department of Education, 1988a, p. 100). In particular for this unit of work, care is exercised to ensure that students understand that different Indigenous communities have different kinship and moiety structures, with the focus of this bridging topic on “…the kinship system in North-Eastern Arnhem Land…” (Department of Education, 1988a, p. 100; see Source 7.16). Source 7.16. Family structures extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 101). The moiety structure, which has the potential to be a difficult and abstract concept for students who have had no previous connection to this system to grasp, is demonstrated to students through their participation in a practical activity (see Source 7.17). 313
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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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emoval of the captured aboriginals
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Some emotion is attributed to this
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6.6.4 Discourses of criminality. Vi
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in Source 6.28, they are both male,
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emerging respect for different know
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exploration of the Western Australi
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group: “naked”; “In the ten t
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Source 6.31. “The Last of His Tri
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Source 6.32. “Corroboree” in Sc
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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
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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 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
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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 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
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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
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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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