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Source 7.95. “Pupil information sheet: The story of Federation” extract from Primary social studies sourcebook year 5 (Department of Education, 1988a, p. 115). 7.23.4 Critical use of sources. The example of critical use of sources for this era is drawn from Case studies in Australian History (Stewart, 1986). The case study of the Wave Hill Station strike presents as an emancipatory discourse in the way that it describes events leading up to the strike, positions the historical context of violent and unjust acts committed against Indigenous Australians, 400
and narrates the action initiated and led by the local Indigenous people. Overall, these factors point to the case study being a quality example of including a previously subjugated group in mainstream history. However, what this case study fails to do is consistently present multiple perspectives to students, so that they can consider the evidence themselves and form their own conclusions. This is considered an important factor in inquiry learning, the approach taken throughout this textbook. Instead of providing a detailed account of both the Gurindji perspectives and the landholder’s and employer’s perspectives, the majority of the chapter is taken up with only the Gurindji perspective. For example, the only time a landholder perspective is provided can be seen in the statement at Source 7.96. Source 7.96. Lord Vestey’s perspective extract from Case studies in Australian History (Stewart, 1986, pp. 201-202). Whilst it could be strongly and legitimately argued that this is done to redress the imbalance of other and previous curriculum documents that exclude any Indigenous voices; by providing such a one-sided account students are not able to form their own informed judgments. In addition, by only providing one perspective (consistently throughout the chapter, with only rare exceptions), it would be possible to surmise that this chapter is coaching students to agree with the perspective of the author, by not creating opportunities for debate, disagreement or alternative viewpoints. This is a factor that possibly discourages students from learning and taking an empathetic view of histories of subjugated peoples. 7.23.5 On being Indigenous. Given that the majority of Indigenous representations included in textbooks occur in the primary school grades and then senior high school curriculum, it is clear that most students will leave school with an elementary understanding of Indigenous histories and cultures. This includes the comparatively small number of students who went on the study Modern History in years 11 and 12 and the even smaller number of teachers who would have selected Indigenous histories as the focus topic in the race relations unit. Whereas British heritages, although not included to a great extent in the primary grades, and only a very vague 401
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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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Our hope is that students using the
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Source 7.10. “Settlement in Austr
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Source 7.12. Dampier extracts from
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making roles. Particularly in some
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Source 7.17. Classroom moiety syste
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Source 7.19. Yiwara “special obli
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suggestions on how teachers are to
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As demonstrated in Source 7.23, thi
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Source 7.28. “The first Australia
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settlement. However, documents reve
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of the early interactions between T
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Given that this textbook was publis
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overtly, as the issues of land righ
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The Wave Hill walkout, covering the
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textbook author is presenting for s
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Crossroads: Imperialism and race re
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Source 7.42. Vincent Lingiari’s n
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Australia’s referenda history—w
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Source 7.45 demonstrates that throu
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of Indigenous Australian cultures.
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the 42 page unit of work in a textb
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Source 7.53. Continuity of Indigeno
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Page 380 and 381: 7.67. Two examples in particular sh
Page 382 and 383: unlike other textbooks which discus
Page 384 and 385: However, although this statement wa
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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 416 and 417: terminology of European is stated w
Page 418 and 419: 7.23.6 Representations of British h
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Page 422 and 423: findings of the analysis through ar
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Page 432 and 433: understanding? This last point is o
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Page 436 and 437: and functional perspectives on time
Page 438 and 439: Collins, C., & Knight, S. (2006). E
Page 440 and 441: Department of Public Instruction. (
Page 442 and 443: Fiske, J., Hodge, B., & Turner, G.
Page 444 and 445: Henderson, G. (2008b, August 12). N
Page 446 and 447: Kitson, J. (Interviewer), & Malouf,
Page 448 and 449: Melleuish, G. (1998). The packaging
Page 450 and 451: Roberts, M. (2004). Postmodernism a
Page 452 and 453: van Leeuwen, T. (2001). Semiotics a
Page 454 and 455: 440
Page 456 and 457: 442
Page 458 and 459: particular, this includes taking on
Page 460 and 461: The mapping of these debates conclu
Page 462 and 463: 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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