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demonstrate, even at a minor and insignificant level, that Indigenous Australians have been included. Source 7.59. Colour photo of an unnamed Indigenous male extract from Junior secondary History for Queensland schools (Criswell & Deoki, 1982, p. 188). 7.11.3 Discourses of cultures as complex. Source 7.60 is an extract from an introductory section in Primary Social Studies sourcebook year 5 (Department of Education, 1988a), that outlines the overall theme for year 5, The past in Australia, and details the units of work within this theme. Source 7.60. Note on “Aboriginal peoples” extract from Primary Social Studies sourcebook year 5 (Department of Education, 1988a, p. 3). This explanatory note (Source 7.60), from the first unit: Unit 1: Settlers of Australia demonstrates sensitivity to Indigenous Australians; awareness of Indigenous Australians as the original inhabitants of the Australia continent; and an awareness of the contentious nature of terms and the multiple and various meanings they bring to people. It is as though the curriculum writers understood the complexities and competing interests associated with the 356
construction of Australian history yet do not go beyond this statement in presenting this as a topic of complexity to students. Given this, it could be viewed as an almost self-conscious disclaimer, as though the textbook writers would like to write more, but are aware of the political sensitivities around doing so. A sensitivity that when ignored six years later in 1994 resulted in significant negative publicity by those in the press when the term invasion was used. 7.11.4 Discourse of Indigenous Australians as problem-laden. There is a distinct discourse of problems operating in Junior secondary history for Queensland schools (Criswell & Deoki, 1982) that position Indigenous Australians as the sole bearers of responsibility for “...problems of their own in modern Australia” (Criswell & Deoki, 1982, p. 187). Specific terms used to identify Indigenous Australians as having problems include: “their own”, “Some find it difficult”, “do not want to”, “...more poverty, unemployment, sickness and crime among Aborigines” (Criswell & Deoki, 1982, p. 187). Linking with the discourse of policy and legislation already analysed in this chapter, the Government is seen as the liberator of these problems through the statement “the Government provides special facilities to look after Aboriginal people” (Criswell & Deoki, 1982, p. 187). Yet, the causes of the problems are firmly placed as the responsibility of Indigenous Australians, with little contextual information provided beyond a very vague conclusion of: “When white people first came to Australia, there were often misunderstandings between them and the Aborigines. Misunderstandings still cause problems today” (Criswell & Deoki, 1982, p. 187). As the only representation of Indigenous Australians in the textbook, it is clear that Indigenous Australians are being portrayed as having significant racial deficits through, for example, content related to unemployment and crime. Whilst even a cursory glance at national statistics shows that Indigenous Australians are overrepresented in areas such as poverty and unemployment, rather than looking at systemic reasons for this, such as government policies or community attitudes, this textbook attributes all “problems” (Criswell & Deoki, 1982, p. 187) to Indigenous Australians. Other parts of society are not seen as contributing to the serious issues that are raised, nor is a combined effort seen as a way to address these serious issues. Furthermore, as the only representation of Indigenous Australians in Junior secondary history for Queensland schools (Criswell & Deoki, 1982) 357
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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
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1962, p. 214). Attributing negative
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Source 6.35. “The Referendum of 1
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inclusion of Indigenous Australians
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foreground of the image, but it is
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Indigenous Australians are still re
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Source 6.40. “An Australian Fairy
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Indigenous woman which, although co
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They hold that the bush and all it
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attention and make learning Social
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Department of Education, 1960/1963,
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secondary school level this textboo
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history of Tasmania through various
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Social Studies for Queensland schoo
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al., 1969, p. 166), where Indigenou
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290
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Source 7.1. Extract from Introducti
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In the lead up to and in the year o
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Newton. The lyrics portray a multic
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1988 Bicentennial, clearly marking
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Demonstrating the progressive move
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It is important that students have
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such as Case studies in Australian
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Page 322 and 323: Source 7.10. “Settlement in Austr
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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 342 and 343: Given that this textbook was publis
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Page 350 and 351: Crossroads: Imperialism and race re
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 362 and 363: Source 7.53. Continuity of Indigeno
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Page 380 and 381: 7.67. Two examples in particular sh
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Page 384 and 385: However, although this statement wa
Page 386 and 387: fear of Japan, that the Australian
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Page 390 and 391: Source 7.73. Treaty of Versailles e
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Page 394 and 395: Task 41: Australian foreign policy
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Page 402 and 403: So strong are the stories of the Ga
Page 404 and 405: Moving beyond a simplistic discours
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Page 408 and 409: This demonstrates the importance Gr
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Page 414 and 415: Source 7.95. “Pupil information s
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Page 418 and 419: 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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