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entered mainstream public consciousness. Given the fringe content that is included in
Babakiueria, this film would need considerable expertise displayed by a teacher to mediate
this audio visual for students in order that an historically accurate placement of the text could
take place. The image included as Source 7.94 is taken from the beginning of the film,
demonstrating a counter-reading of British colonisation, whereby in this case Indigenous
Australians, with the imagery of the Aboriginal flag, are dressed in military regalia take
sovereign possession of the land.
Source 7.94. Opening scene of Babakiueria (Pringle and Featherstone, 1986).
7.23 Conclusion
The following sub-sections make up the final analysis and conclusions that have been formed
from the analysis presented throughout this chapter. These topics include: unpredictable and
inconsistent representations; curriculum as a learning opportunity for teachers; narrative style
of school curriculum; critical use of sources; on being Indigenous; and representations of
British heritages.
7.23.1 Unpredictable and inconsistent representations.
A strong conclusion that can be drawn from the analysis of textbooks, when looked at
holistically, is the unpredictability and inconsistent representations of the exemplar topics.
For example, in terms of Indigenous representations, on the one hand there are emancipatory
discourses evident through narratives on the Wave Hill Station Strike (Stewart, 1986);
inclusions of other contemporary representations of the 1960s to 1970s (Cowie, 1981); and
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