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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 418
context as discussed by Apple, 1988; 2000, 2004; and D. Hamilton, 1990). This project, then offers a timely analysis of History curriculum from past eras through representations of Indigenous Australians and British heritages. What it offers pre-service teachers, teachers, curriculum decision makers and syllabus and textbook writers is an account of the power language has in articulating perspectives of a national history—an important consideration in shaping historical narratives for school students, particularly a subject which seeks to teach narratives of the nation’s past. 419
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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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in conjunction with non-Indigenous
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Source 7.57. Activity ideas for Nat
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Unit 3: Modern Australia emerges co
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demonstrate, even at a minor and in
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students are exposed to no aspects
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first Australians and I’m an Aust
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eing taught until the upper primary
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which details the setting up of a c
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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
Page 386 and 387: fear of Japan, that the Australian
Page 388 and 389: Australia in both WWI and WWII. The
Page 390 and 391: Source 7.73. Treaty of Versailles e
Page 392 and 393: The Australian government realized
Page 394 and 395: Task 41: Australian foreign policy
Page 396 and 397: enemy threatening to invade our sho
Page 398 and 399: following statement: “Political l
Page 400 and 401: “doomed to failure”; “finally
Page 402 and 403: So strong are the stories of the Ga
Page 404 and 405: Moving beyond a simplistic discours
Page 406 and 407: Nationalists, opposed to the Britis
Page 408 and 409: This demonstrates the importance Gr
Page 410 and 411: entered mainstream public conscious
Page 412 and 413: explains the purpose of including T
Page 414 and 415: Source 7.95. “Pupil information s
Page 416 and 417: terminology of European is stated w
Page 418 and 419: 7.23.6 Representations of British h
Page 420 and 421: 406
Page 422 and 423: findings of the analysis through ar
Page 424 and 425: curriculum in such a way that the h
Page 426 and 427: (and at times former dominant disco
Page 428 and 429: natives and often gave them present
Page 430 and 431: finite and ‘true’. In particula
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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
Page 464 and 465: The similarities of the debates acr
Page 466 and 467: over...an overrun of divisive multi
Page 468 and 469: political cartoon satirist, Peter N
Page 470 and 471: A1.5.1 April 23, 1993: Geoffrey Bla
Page 472 and 473: After an initial furor, this curric
Page 474 and 475: A1.5.4 October and November 1996: J
Page 476 and 477: I take a very different view. I bel
Page 478 and 479: history/culture wars in the public
Page 480 and 481: 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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