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understanding? This last point is of concern to those who see the solution to students’
social needs not in developing their inner selves, but in involving them in society’s
decision-making processes where they may be able to meet these needs. (2004, p. 11)
By ignoring the involvement of Great Britain in Australia’s early colonial history and up to
the mid 20 th century, students are not presented with an accurate portrayal of the complexities
of modern Australian history. Instead with significant issues associated with monumental
milestones ignored, students are presented with an inaccurate partial history. In particular,
this can be seen, for example, in the following national events: reasons for Federation;
participating in WWI; repayment of war loans post WWI; and Australia’s Bicentennial.
Overall, the Social Studies curriculum significantly limits exposure students have to learn the
historical literacy and threshold concepts of this discipline.
8.4 Closing remarks
As the writing of this dissertation comes to a close, it is noted that the political and
educational landscapes in terms of history teaching have changed considerably over the four
year period this project has been studied (commenced in 2006). The vehement public debates
that characterised the history/culture wars, and conducted so prominently in the pages of the
nation’s leading newspapers, have given way to a governmental bureaucratic management of
school History curriculum as the proposed national History curriculum enters final planning
stages. However, although such consistent attention and at times vitriolic debate has, at least
for the moment, subsided in the post-history/culture wars context; interest in History teaching
and curriculum in schools is still present, albeit in a different way, with far less reported
discord. In the immediate future debate will most likely be shaped through the structure and
content of the proposed national curriculum.
In this post-history/culture wars context, and in consideration of the direction History
curriculum is currently taking in Australia, the role of textbooks as a curriculum and
pedagogical tool posits as an important topic. As Davis writes, “I firmly believe that
increased knowledge about textbooks can and will facilitate understanding of the actual
school curriculum in practice” (2006, p. xi). In view of this statement, one of the many
challenges for educators in teaching a national curriculum will be the selection of textbooks
across the school year levels and across state boundaries, as both pedagogical and economic
considerations will undoubtedly be taken into account (see, for example, the United States
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