PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Crossroads: Imperialism and race relations (Cowie, 1982). Within Chapter 16: Race relations in Australia, for example, discourses of a ‘dying race’ in terms of the perceived inevitability of the future of Indigenous Australians is clearly communicated. However, by using past tense, it is clear that the textbook author, Cowie, is not sympathetic with this perspective in a contemporary sense. Instead this discourse and related content is included, legitimised due to its historical importance, and a view that is firmly in the past (in this case from the 1920s). See Source 7.40, for the extract, with primary source included. Source 7.40. Discourses of a dying race extract from Crossroads: Imperialism and race relations (Cowie, 1982, p. 307). There is also a clear discourse operating of Indigenous Australians as victims of circumstance with pity expressed towards Indigenous Australians of the impact on their lives as a consequence of colonisation. In particular, terms (italicized) used to communicate this discourse of victimhood included, for example: “...sedentary life on the fringes...increased Aboriginal vulnerability”; “diet, once high in protein level, often became high in starch...”; “where once Aborigines had taken only what they wanted from white society...they now became totally economically dependent on it”; and “tribal kinship ties...became confused as more half-caste children were born...” (Cowie, 1982, p. 307, emphasis added). For a contextualised reading of these statements, see Source 7.41. Source 7.41. Examples of discourses of victimhood extract from Crossroads: Imperialism and race relations (Cowie, 1982, p. 307). 336
7.9.3 Discourses of political and civil action. Viewing Indigenous people as agents for change in unjust situations is strongly communicated through the narrative of the case study in Case studies in Australian history (Stewart, 1986). In the case of the strike, two issues were involved. One is the claim of unfair pay of Aboriginal workers and the second is land ownership by the traditional landholders, the Gurindji people. Rather than seeing Indigenous people as passive victims of policy and practice, this narrative strongly asserts that Indigenous people, as a collective, have the motivation and capacity to launch, and the stamina to maintain, strike action in order to achieve stated demands. It is explicit about this, citing other examples when this has not been the case: In documenting most cases of Aboriginal-European conflict, Aborigines are poorly placed as far as primary evidence in concerned. At best, Aborigines are represented by sympathetic non-Aboriginal observers. On this occasion, however, Aboriginal accounts of the walkout are available. (Stewart, 1986, p. 196) Where the narrative describes the moment the Gurindji people declared a strike, walking off Wave Hill Station, it is told almost completely through the voice of the leader of the strike, Vincent Lingiari. In a departure from narratives in other textbooks that describe events through a third person, non-Indigenous voice. Source 7.42 stands in stark contrast to this, where Lingiari is quoted at length, through his voice, keeping authentic his grammar style of voiced and unvoiced consonants. 337
- 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 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 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
- Page 372 and 373: students are exposed to no aspects
- Page 374 and 375: first Australians and I’m an Aust
- Page 376 and 377: eing taught until the upper primary
- Page 378 and 379: which details the setting up of a c
- Page 380 and 381: 7.67. Two examples in particular sh
- Page 382 and 383: unlike other textbooks which discus
- Page 384 and 385: However, although this statement wa
- Page 386 and 387: fear of Japan, that the Australian
- Page 388 and 389: Australia in both WWI and WWII. The
- Page 390 and 391: Source 7.73. Treaty of Versailles e
- Page 392 and 393: The Australian government realized
- Page 394 and 395: Task 41: Australian foreign policy
- Page 396 and 397: enemy threatening to invade our sho
- Page 398 and 399: following statement: “Political l
7.9.3 Discourses <strong>of</strong> political and civil action.<br />
Viewing Indigenous people as agents for change in unjust situations is strongly<br />
communicated through the narrative <strong>of</strong> the case study in Case studies in Australian history<br />
(Stewart, 1986). In the case <strong>of</strong> the strike, two issues were involved. One is the claim <strong>of</strong> unfair<br />
pay <strong>of</strong> Aboriginal workers and the second is land ownership by the traditional landholders,<br />
the Gurindji people. Rather than seeing Indigenous people as passive victims <strong>of</strong> policy and<br />
practice, this narrative strongly asserts that Indigenous people, as a collective, have the<br />
motivation and capacity to launch, and the stamina to maintain, strike action in order to<br />
achieve stated demands. It is explicit about this, citing other examples when this has not been<br />
the case:<br />
In documenting most cases <strong>of</strong> Aboriginal-European conflict, Aborigines are poorly<br />
placed as far as primary evidence in concerned. At best, Aborigines are represented<br />
by sympathetic non-Aboriginal observers. On this occasion, however, Aboriginal<br />
accounts <strong>of</strong> the walkout are available. (Stewart, 1986, p. 196)<br />
Where the narrative describes the moment the Gurindji people declared a strike, walking <strong>of</strong>f<br />
Wave Hill Station, it is told almost completely through the voice <strong>of</strong> the leader <strong>of</strong> the strike,<br />
Vincent Lingiari. In a departure from narratives in other textbooks that describe events<br />
through a third person, non-Indigenous voice. Source 7.42 stands in stark contrast to this,<br />
where Lingiari is quoted at length, through his voice, keeping authentic his grammar style <strong>of</strong><br />
voiced and unvoiced consonants.<br />
337