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PDF (Whole Thesis) - USQ ePrints - University of Southern ...

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unlike other textbooks which discuss Europe, where Great Britain would be more<br />

appropriate and historically accurate.<br />

7.14.6 Summary remarks.<br />

Throughout the textbooks analysed for this era, overall British heritages are included in a<br />

fairly ad-hoc and abbreviated way, included only where it seems absolutely vital, ignoring the<br />

role <strong>of</strong> Great Britain in both the early colonisation period <strong>of</strong> Australia beginning 1788 and the<br />

move for Australia to Federate in 1901. This is at the expense <strong>of</strong> accurate information about<br />

Australia’s political and cultural heritage. During this time, being the lead up to the 1988<br />

Bicentennial, it is as though a very distinct Australian-ness is being established (which is<br />

reflective <strong>of</strong> dominant public discourses), independent <strong>of</strong> any overseas influence, especially<br />

Great Britain.<br />

Unlike the discourses analysed in textbooks from earlier in the 20 th century, there is no sense<br />

<strong>of</strong> pride, origin or homing thoughts in textbooks leading up to the 1988 Bicentennial. Instead,<br />

where examples <strong>of</strong> nationalism or patriotism are evident, it is to Australia. However even this<br />

is communicated in a very laid-back way, with for example, the focus in the Primary Social<br />

Studies sourcebook year 7 being a look at “Aussie English” (Department <strong>of</strong> Education,<br />

1988b, p. 28) Australian colloquial language, Australian literature within an activity titled<br />

“Our heritage” (Department <strong>of</strong> Education, 1988b, p. 27), and “The ‘typical’ Australian”<br />

(Department <strong>of</strong> Education, 1988b, p. 34).<br />

Not all textbooks systematically omit British heritages from the core content. For example, in<br />

a break away from lack <strong>of</strong> representations <strong>of</strong> British heritages commonly found in textbooks<br />

during this era, The modern world emerges (Lawrence et al., 1986) contains numerous<br />

examples <strong>of</strong> British heritages in the curriculum. The influence and impact <strong>of</strong> Britain on<br />

Australia, especially in the early colonial period is clearly communicated to students, and it is<br />

not washed over by a vague ‘European’ terminology. Rather than try to ignore the influence<br />

Great Britain has had in Australia, particularly in terms <strong>of</strong> political and social terms, this<br />

textbook includes these without a glorification <strong>of</strong> this relationship; instead critiquing<br />

significant moments in the Australian-Great Britain relationship such as the conscription<br />

debates from WWI and Australia’s border protection and defence in WWII. The influence <strong>of</strong><br />

Great Britain is not overstated, nor does it shy away from acknowledging its influence on<br />

Australia, particularly in the pre-WWII years.<br />

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