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in conjunction with non-Indigenous cultures and knowledges, student understanding then
becomes mediated through the other culture, creating a dominant and subjugated culture. In
the example that follows, this is not necessarily done to offend or diminish Indigenous
peoples and cultures; but could be a reflection of the syllabus as a product of its time and
place, a silencing of race that the syllabus and sourcebook writers are unconscious of, as it
permeates so deeply through mainstream society. The extract reads:
Have the children compile a brief record of Macassan and European influences using
the following criteria:
• time of contact;
• lengths of contact time;
• purpose of contact;
• interaction with Aborigines;
• type of culture;
• aspects of culture taken up by Aboriginal groups;
• short-term effect on Aboriginal groups;
• long-term effect on Aboriginal groups. (Department of Education, 1988a, p.
17)
There is no reciprocity mentioned here, as though the Aboriginals have no positive lasting
impact on the groups they come into contact with. Instead, it is the Indigenous Australians
who are expected to have “taken up” (Department of Education, 1988a, p. 17) aspects of the
colonisers culture, never around the other way. There is still the underlying presence that
represents Indigenous Australians as anonymous actors in, and on the peripheral of, history
permeating through the school curriculum, disguised within a curriculum that, on the surface,
appears to be culturally inclusive.
7.11 Category 8: Contemporary, General Representations and Special Events
7.11.1 Discourses of National Aborigines’ Week.
The inclusion of National Aborigines’ Week was new to the school curriculum during the
1980s. Prior to this era, if it was celebrated, it was not widespread and not part of the official
curriculum. In the Primary Social Studies sourcebook year 3 (Department of Education,
1987a), published by the Department of Education to accompany the 1987 syllabus, National
Aborigines Week is included in Unit 5: Special days. In the sourcebook, teachers are
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