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Reference List Adam-Smith, P. (1984). Australian women at war. Melbourne, Australia: Thomas Nelson Australia. Ahonen, S. (2001). The past, history, and education. Journal of curriculum studies, 33(6), 737-751. Akerman, P. (2008, January 13). Keep ideology out of schools, The Sunday Telegraph. Retrieved March 20, 2008, from http://www.news.com.au/dailytelegraph/opinion/story/0,22049,23042035-5001031,00.html Allsopp, J.H., & Cowie, H.R. (1969). Challenge and response: A history of the modern world volume 1. Melbourne, Australia: Thomas Nelson Australia. Allsopp, J.H., & Cowie, H.R. (1976). Challenge and response: A history of the modern world volume 2 (rev. ed.). Brisbane, Australia: Thomas Nelson Australia. Althusser, L. (1971). Lenin and philosophy (B. Brewster, Trans.). London, United Kingdom: New Left Books. Althusser, L. (1984). Essays on ideology. London, United Kingdom: Verso. Ambit Gambit. (n.d.). National forum. Retrieved May 18, 2009 from http://ambitgambit.nationalforum.com.au/archives/000508.html Among the first Australians: The story of an aboriginal family. (1958). Sydney, Australia: Australian Visual Education. Anderson, K. (Ed.). (1987). Australia: 200 years and beyond. Sydney, Australia: John Fairfax and Sons. Andrews, E.M. (1974). Australia in the modern world. Hawthorn, Australia: Longman Australia. Andrews, E.M., Hagan, J.S., Lampert, R.J., & Rich, J. (1973). Australia and Britain in the nineteenth century. Hawthorn, Australia: Longman Australia. Antaki, C., Billig, M., Edwards, D., & Potter, J., (2003). Discourse analysis means doing analysis: A critique of six analytic shortcomings. Discourse Analysis Online, 1(1). Retrieved January 20, 2006 from http://www.shu.ac.uk/daol/previous/v1/n1/index.htm Anyon, J. (1979). Ideology and US history textbooks. Harvard Educational Review, 49(3), 361-386. Apple, M. (1988). Teachers and texts: A political economy of class and gender relations in education. New York, NY: Routledge. Apple, M. (1993). Official knowledge: Democratic education in a conservative age. New York, NY: Routledge Press. Apple, M. (2000). Official knowledge: Democratic education in a conservative age (2 nd ed.). New York, NY: Routledge Press. Apple, M. (2004). Ideology and curriculum (3 rd ed.). New York, NY: RoutledgeFalmer. Aronowitz, S., & Giroux, H.A. (1993). Education still under siege (2 nd ed.). Toronto, Canada: OISE Press. Arthur, J., Davies, I., Wrenn, A., Haydn, T., & Kerr, D. (2001). Citizenship through secondary history. London, United Kingdom: RoutledgeFalmer. Augoustinos, M. (1993). ‘Celebration of a nation’: Representations of Australian national identity. Papers on Social Representations, 2(1), 33-39. Australian Bicentennial Authority Act 1980 (Cwth). Australian War Memorial. (2009). The Anzac day tradition. Retrieved May 12, 2009 from http://www.awm.gov.au/commemoration/anzac/anzac_tradition.asp Banks, M. (2001). Visual methods in social research. London, United Kingdom: Sage Publications. Bantick, C. (2006, September 24). Why our kids must learn to love the comma. The Sunday Mail, p. 52. Barber, M. (1992). An entitlement curriculum: A strategy for the nineties. Journal of Curriculum Studies, 24(5), 449-455. Barnard, C. (2001). Isolating knowledge of the unpleasant: The Rape of Nanking in Japanese high school texts. British Journal of Sociology of Education, 22(4), 519-530. Barnard, C. (2003a). Language, ideology, and Japanese history textbooks. London, United Kingdom: RoutledgeCurzon. Barnard, C. (2003b). Pearl Harbor in Japanese high school history textbooks: The grammar and semantics of responsibility. In J.R. Martin & R. Wodak (Eds.), Re/reading the past: Critical 421
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Page 1:
University of Southern Queensland C
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Page 5:
Certification of Dissertation I cer
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Page 8 and 9:
for and receive a scholarship so th
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Page 10 and 11:
5.4 Category 1: Privileging British
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Page 12 and 13:
List of Figures Figure 3.1 Structur
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Page 14 and 15:
Appendices Appendix A: Contexts…
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Page 16 and 17:
through The Courier Mail, as well a
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Page 18 and 19:
A syllabus in the Queensland school
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Page 20 and 21:
after World War I (WWI); the Austra
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Page 22 and 23:
Settler and Savage: One hundred yea
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Page 24 and 25:
3. What discourses of British Herit
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Page 26 and 27:
Howard in 2007; arguably a point in
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Page 28 and 29:
2.1.2 Key concepts and terms. As wi
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Page 30 and 31:
Giroux & Purpel, 1983; Whitty, 1985
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Page 32 and 33:
that Bruner mentions are prepositio
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Page 34 and 35:
kind of private property handed dow
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Page 36 and 37:
The information presented thus far
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Page 38 and 39:
English (AATE) used an editorial of
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Page 40 and 41:
2.3 Defining Textbooks One importan
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textbooks are...a very important ve
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Page 44 and 45:
which the learner is subject, but t
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Page 46 and 47:
Although Issitt (2004) contends tha
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Page 48 and 49:
intended set of learnings are infor
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Page 50 and 51:
Moving to focus on those who hold r
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Page 52 and 53:
parameters of the terms of the deba
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Page 54 and 55:
Similarly, Woodfin asserts “in es
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Page 56 and 57:
1996, pp. 8-9). Luke further discus
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Page 58 and 59:
powerful groups may also otherwise
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Page 60 and 61:
2.7.1 Theories of national identity
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Page 62 and 63:
understood as part of a broader str
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Page 64 and 65:
significance (either implicitly or
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Page 66 and 67:
…in the established nations, ther
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Page 68 and 69:
The ‘history wars’ in Australia
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Page 70 and 71:
In academia, the move is away from
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Page 72 and 73:
and its internal and external other
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Page 74 and 75:
Whilst this may be an extreme examp
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Page 76 and 77:
conducted for this project due to t
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Page 78 and 79:
Table 2.2 The Two Traditions of His
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Page 80 and 81:
puts emphasis on the celebration of
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Page 82 and 83:
emaining the same throughout. Stude
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Page 84 and 85:
As one of few (current) educators i
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Page 86 and 87:
A researcher bricoleur carefully se
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Page 88 and 89:
approaches. What bricolage does off
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Page 90 and 91:
and modification” (Reitstaetter,
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Page 92 and 93:
icolage, interpretive bricolage, po
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Page 94 and 95:
approaches, processes of further en
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Page 96 and 97:
historical studies and more (see, f
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Page 98 and 99:
A criticism made by Blommaert that
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Page 100 and 101:
The lens of CDA is used to gain ins
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Page 102 and 103:
with the bricolage approach adapted
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Page 104 and 105:
In his examination of American hist
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Page 106 and 107:
considered and, where relevant, ove
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Page 108 and 109:
the…analysis of political discour
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Page 110 and 111:
avoids the ‘Bad King John/Good Qu
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Page 112 and 113:
2005, p. 5). Due to placing visual
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Page 114 and 115:
(1995-1996, p. 5). Increasingly, st
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Page 116 and 117:
term memories, and the power nation
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Page 118 and 119:
When we attempt to answer the quest
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Page 120 and 121:
In academia, the move is away from
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Page 122 and 123:
Historians operating in the critica
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for the purposes of this project, i
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Page 126 and 127:
get the job done to the satisfactio
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the project, enabled through a refl
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Page 130 and 131:
challenging task of the reflection
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Page 132 and 133:
understand the relationship the res
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Page 134 and 135:
establishing the trustworthiness of
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Page 136 and 137:
publishing company for Queensland s
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Page 138 and 139:
of direct light, so that they could
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Page 140 and 141:
o Queensland based authors are ofte
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Page 142 and 143:
selection, resulting in as comprehe
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Page 144 and 145:
• “1. Focus upon a social probl
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Page 146 and 147:
contextualised in the wider study,
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Page 148 and 149:
Dijk as “knowledge, attitudes and
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Page 150 and 151:
136
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Page 152 and 153:
a type of ‘neutral’ fact-sheet
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Page 154 and 155:
across the three distinct eras focu
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Page 156 and 157:
stories by authors such as Arthur C
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Page 158 and 159:
opposes the notion that a person is
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Page 160 and 161:
Given the clear recollections of sc
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Page 162 and 163:
5.2 Education Context This section
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Page 164 and 165:
following passage taken from the pr
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Page 166 and 167:
5.2.3 Key textbooks and related sch
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Page 168 and 169:
Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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Page 172 and 173:
the largest for British heritages,
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Page 174 and 175:
stands for the country itself and t
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Page 176 and 177:
Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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Page 180 and 181:
demands. But if they spoke with a u
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Page 182 and 183:
5.8.1 Discourses of legitimizing th
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Page 184 and 185:
practical example: Australia’s pa
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Page 186 and 187:
Although often mediated through the
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Page 188 and 189:
which were, at the time, very emoti
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Page 190 and 191:
Source 5.6. Front cover of Anzac Da
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Page 192 and 193:
5.9 Intersections of British Herita
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Page 194 and 195:
Australia contains further signific
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Page 196 and 197:
Source 5.7. Extract from Preface to
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Page 198 and 199:
Furthermore, the use of primary sou
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Page 200 and 201:
“…playing fast and loose with t
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Australia experienced a growing str
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Page 204 and 205:
Separate State responsibility has l
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Page 206 and 207:
The two examples above, although br
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Page 208 and 209:
It was in the 1952 syllabus that th
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(b) Australian Aborigines. (Departm
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Page 212 and 213:
However, due to the wide distributi
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Page 214 and 215:
matter in a fresh and interesting w
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Page 216 and 217:
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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Page 222 and 223:
This image, like many of the narrat
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Page 224 and 225:
killed by Indigenous Australians; E
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Page 226 and 227:
possibly unintended message that th
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Page 228 and 229:
Source 6.10. “Natives” extract
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Source 6.11. “King was saved” e
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Page 232 and 233:
Indigenous Australians is linked wi
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Page 234 and 235:
one Indigenous person. There is a v
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Page 236 and 237:
Source 6.15. Batman Treaty and Gove
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Page 238 and 239:
Indigenous Australian interactions
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Page 240 and 241:
Source 6.18. “Jacky’s Sad Story
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Page 242 and 243:
Australians in history narratives.
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Page 244 and 245:
comments that bring together the va
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6.5 Category 2: Frontier Conflicts
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Page 248 and 249:
6.5.2 Discourses of eye-witness acc
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Page 250 and 251:
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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Page 260 and 261:
6.6.4 Discourses of criminality. Vi
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in Source 6.28, they are both male,
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Page 264 and 265:
emerging respect for different know
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Page 266 and 267:
exploration of the Western Australi
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Page 268 and 269:
group: “naked”; “In the ten t
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Page 270 and 271:
Source 6.31. “The Last of His Tri
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Page 272 and 273:
Source 6.32. “Corroboree” in Sc
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Page 274 and 275:
Source 6.33. Typical portrayal of T
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Page 276 and 277:
1962, p. 214). Attributing negative
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Page 278 and 279:
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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Page 284 and 285:
Indigenous Australians are still re
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Page 286 and 287:
Source 6.40. “An Australian Fairy
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Indigenous woman which, although co
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Page 290 and 291:
They hold that the bush and all it
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Page 292 and 293:
attention and make learning Social
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Page 294 and 295:
Department of Education, 1960/1963,
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Page 296 and 297:
secondary school level this textboo
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Page 298 and 299:
history of Tasmania through various
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Page 300 and 301:
Social Studies for Queensland schoo
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Page 302 and 303:
al., 1969, p. 166), where Indigenou
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Page 304 and 305:
290
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Page 306 and 307:
Source 7.1. Extract from Introducti
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Page 308 and 309:
In the lead up to and in the year o
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Page 310 and 311:
Newton. The lyrics portray a multic
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Page 312 and 313:
1988 Bicentennial, clearly marking
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Page 314 and 315:
Demonstrating the progressive move
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Page 316 and 317:
It is important that students have
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Page 318 and 319:
such as Case studies in Australian
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Page 320 and 321:
Our hope is that students using the
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Page 322 and 323:
Source 7.10. “Settlement in Austr
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Page 324 and 325:
Source 7.12. Dampier extracts from
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Page 326 and 327:
making roles. Particularly in some
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Page 328 and 329:
Source 7.17. Classroom moiety syste
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Page 330 and 331:
Source 7.19. Yiwara “special obli
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Page 332 and 333:
suggestions on how teachers are to
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Page 334 and 335:
As demonstrated in Source 7.23, thi
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Page 336 and 337:
Source 7.28. “The first Australia
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Page 338 and 339:
settlement. However, documents reve
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Page 340 and 341:
of the early interactions between T
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Page 342 and 343:
Given that this textbook was publis
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Page 344 and 345:
overtly, as the issues of land righ
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Page 346 and 347:
The Wave Hill walkout, covering the
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Page 348 and 349:
textbook author is presenting for s
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Page 350 and 351:
Crossroads: Imperialism and race re
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Page 352 and 353:
Source 7.42. Vincent Lingiari’s n
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Page 354 and 355:
Australia’s referenda history—w
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Page 356 and 357:
Source 7.45 demonstrates that throu
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Page 358 and 359:
of Indigenous Australian cultures.
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Page 360 and 361:
the 42 page unit of work in a textb
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Page 362 and 363:
Source 7.53. Continuity of Indigeno
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in conjunction with non-Indigenous
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Page 366 and 367:
Source 7.57. Activity ideas for Nat
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Page 368 and 369:
Unit 3: Modern Australia emerges co
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Page 370 and 371:
demonstrate, even at a minor and in
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Page 372 and 373:
students are exposed to no aspects
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Page 374 and 375:
first Australians and I’m an Aust
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Page 376 and 377:
eing taught until the upper primary
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Page 378 and 379:
which details the setting up of a c
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Page 380 and 381:
7.67. Two examples in particular sh
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Page 382 and 383:
unlike other textbooks which discus
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Page 384 and 385:
However, although this statement wa
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Page 386 and 387:
fear of Japan, that the Australian
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Page 388 and 389:
Australia in both WWI and WWII. The
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Page 390 and 391:
Source 7.73. Treaty of Versailles e
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Page 392 and 393:
The Australian government realized
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Page 394 and 395:
Task 41: Australian foreign policy
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Page 396 and 397:
enemy threatening to invade our sho
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Page 398 and 399:
following statement: “Political l
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Page 400 and 401:
“doomed to failure”; “finally
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Page 402 and 403:
So strong are the stories of the Ga
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Page 404 and 405:
Moving beyond a simplistic discours
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Page 406 and 407:
Nationalists, opposed to the Britis
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Page 408 and 409:
This demonstrates the importance Gr
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Page 410 and 411:
entered mainstream public conscious
-
Page 412 and 413:
explains the purpose of including T
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Page 414 and 415:
Source 7.95. “Pupil information s
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Page 416 and 417:
terminology of European is stated w
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Page 418 and 419:
7.23.6 Representations of British h
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Page 420 and 421:
406
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Page 422 and 423:
findings of the analysis through ar
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Page 424 and 425:
curriculum in such a way that the h
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Page 426 and 427:
(and at times former dominant disco
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Page 428 and 429:
natives and often gave them present
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Page 430 and 431:
finite and ‘true’. In particula
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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
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Page 438 and 439:
Collins, C., & Knight, S. (2006). E
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Page 440 and 441:
Department of Public Instruction. (
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Page 442 and 443:
Fiske, J., Hodge, B., & Turner, G.
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Page 444 and 445:
Henderson, G. (2008b, August 12). N
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Page 446 and 447:
Kitson, J. (Interviewer), & Malouf,
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Page 448 and 449:
Melleuish, G. (1998). The packaging
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Page 450 and 451:
Roberts, M. (2004). Postmodernism a
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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
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Page 460 and 461:
The mapping of these debates conclu
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Page 462 and 463:
A1.1.4 Terminology. The term histor
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Page 464 and 465:
The similarities of the debates acr
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Page 466 and 467:
over...an overrun of divisive multi
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Page 468 and 469:
political cartoon satirist, Peter N
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Page 470 and 471:
A1.5.1 April 23, 1993: Geoffrey Bla
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Page 472 and 473:
After an initial furor, this curric
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Page 474 and 475:
A1.5.4 October and November 1996: J
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Page 476 and 477:
I take a very different view. I bel
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Page 478 and 479:
history/culture wars in the public
-
Page 480 and 481:
parallels between ideologies presen
-
Page 482 and 483:
into “politically correct new age
-
Page 484 and 485:
Root and branch renewal of history
-
Page 486 and 487:
Further in his lecture, Manne then
-
Page 488 and 489:
Throughout the years that the histo
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Page 490 and 491:
A people with a sense of a fair go
-
Page 492 and 493:
"There's real anger about that," ag
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Page 494 and 495:
Instead, from the nation's Parliame
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Page 496 and 497:
asis for critical (and often deriso
-
Page 498 and 499:
valid reasons for living and hoping
-
Page 500 and 501:
“centrally prescribed curriculum
-
Page 502 and 503:
elativism in school curriculum, spe
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Page 504 and 505:
supporting PM Howard’s call for a
-
Page 506 and 507:
The politicisation of the curriculu
-
Page 508 and 509:
Government in the rundown to the en
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Page 510 and 511:
oversimplified and shallow analysis
-
Page 512 and 513:
than the combination of history, ge
-
Page 514 and 515:
Language used by opponents of the c
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Page 516 and 517:
invades school curriculum” (Lane,
-
Page 518 and 519:
504
-
Page 520 and 521:
506
-
Page 522 and 523:
Appendix D: Sample Data Analyses Ti
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Page 524 and 525:
(p. 110) Passage 6: (pp. 110-111) P
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Page 526 and 527:
probably good that this was not cas
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Page 528:
Overall, a very unemotional account
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