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 7.53. Continuity of Indigenous people’s connection to the land extract from Living history (Gurry, 1987, p. 108). Throughout the unit, traditional knowledges are presented as superior to non-Indigenous knowledges. Although not stated overtly, it is evident through phrasing which positions the PhD student as needing to learn from the traditional custodians of the land, as seen in the second paragraph Source 7.53. Therefore, in this unit, students see non-Indigenous knowledges mitigated through Indigenous knowledges in a way that is not a common school learning experience. 7.10.4 Discourses that foreground oral histories. Activity B: Theories of Australian settlement in Primary Social Studies sourcebook year 5 (Department of Education, 1988a) introduces students to oral histories as a mode of learning. Respect for Indigenous knowledges and cultures through oral history is limited as this is not extended to content outside of that which is directly about histories of Indigenous Australians, with only western knowledges presented for all other topics. So, whilst this can be seen as the beginning of Indigenous knowledges within the core curriculum content, much work needs to be achieved so that this extends beyond topics solely centred on Indigenous Australians, enabling instead a transferability of knowledges that does not yet take place (see Source 7.54). The main activity for students to engage with oral history as a legitimate historical methodology is through learning how Indigenous Australians first came to Australia. 348
Source 7.54. “Activity B: Theories of Australian settlement” extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 15) The respect for oral histories as a legitimate tool to study Social Studies is mitigated through the non-articulated understanding that oral histories are relevant to Indigenous peoples only, and not to be used for any form of history outside of pre-history. This is asserted in this analysis, as there are no other examples of oral histories or any other alternative knowledges throughout this and other Social Studies sourcebooks. The purpose and function of oral history is potentially missed if teachers decided to have students “read a written transcript” (Department of Education, 1988a, p. 15) rather than engage authentically with this mode of learning. The activity outlined in the year 5 sourcebook (see Source 7.55) encourages students to engage thoughtfully with historical processes. It is through Indigenous knowledges that oral histories are justified and considered a legitimate approach to history. This mode of learning is excluded from all other content outside of that explicitly linked to Indigenous cultures and histories, pre-colonisation. Once the period of colonization is covered in the curriculum, oral histories are not included in any activities. Source 7.55. Learning through oral history extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 15). To conclude this category, the following observation of the valuing of Indigenous culture is made. Although the Primary Social Studies sourcebook year 5 (Department of Education, 1988a) pays significant attention to acknowledging Indigenous Australians’ histories and cultures, as seen through the introductory topic for Unit 1: Settlers of Australia, once viewed 349
- Page 312 and 313: 1988 Bicentennial, clearly marking
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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
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- Page 346 and 347: The Wave Hill walkout, covering the
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- Page 352 and 353: Source 7.42. Vincent Lingiari’s n
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- Page 356 and 357: Source 7.45 demonstrates that throu
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- Page 360 and 361: the 42 page unit of work in a textb
- Page 364 and 365: in conjunction with non-Indigenous
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- 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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- Page 390 and 391: Source 7.73. Treaty of Versailles e
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Source 7.54. “Activity B: Theories <strong>of</strong> Australian settlement” extract from Primary<br />
Social Studies sourcebook year 5 (Department <strong>of</strong> Education, 1988a, p. 15)<br />
The respect for oral histories as a legitimate tool to study Social Studies is mitigated through<br />
the non-articulated understanding that oral histories are relevant to Indigenous peoples only,<br />
and not to be used for any form <strong>of</strong> history outside <strong>of</strong> pre-history. This is asserted in this<br />
analysis, as there are no other examples <strong>of</strong> oral histories or any other alternative knowledges<br />
throughout this and other Social Studies sourcebooks. The purpose and function <strong>of</strong> oral<br />
history is potentially missed if teachers decided to have students “read a written transcript”<br />
(Department <strong>of</strong> Education, 1988a, p. 15) rather than engage authentically with this mode <strong>of</strong><br />
learning. The activity outlined in the year 5 sourcebook (see Source 7.55) encourages<br />
students to engage thoughtfully with historical processes. It is through Indigenous<br />
knowledges that oral histories are justified and considered a legitimate approach to history.<br />
This mode <strong>of</strong> learning is excluded from all other content outside <strong>of</strong> that explicitly linked to<br />
Indigenous cultures and histories, pre-colonisation. Once the period <strong>of</strong> colonization is<br />
covered in the curriculum, oral histories are not included in any activities.<br />
Source 7.55. Learning through oral history extract from Primary Social Studies<br />
sourcebook year 5 (Department <strong>of</strong> Education, 1988a, p. 15).<br />
To conclude this category, the following observation <strong>of</strong> the valuing <strong>of</strong> Indigenous culture is<br />
made. Although the Primary Social Studies sourcebook year 5 (Department <strong>of</strong> Education,<br />
1988a) pays significant attention to acknowledging Indigenous Australians’ histories and<br />
cultures, as seen through the introductory topic for Unit 1: Settlers <strong>of</strong> Australia, once viewed<br />
349
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