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and functional perspectives on time and value (pp. 247-271). Amsterdam, The Netherlands: John Benjamins. Bean, C.E.W. (1921). The story of Anzac: From the outbreak of war to the end of the first phase of the Gallipoli campaign, May 4, 1915. Sydney, Australia: Angus and Robertson. Bell, P. (2001). Content analysis of visual images. In T. van Leeuwen & C. Jewitt (Eds.), Handbook of visual analysis (pp. 10-34). London, United Kingdom: Sage Publications. Bellamy, R. (Ed.). (1994). Gramsci: Pre-prison writings. Cambridge, United Kingdom: Cambridge University Press. Bennett, T., Buckridge, P., Carter, D., & Mercer, C. (Eds.). (1992). Celebratory the nation: A critical study of Australia’s Bicentenary. Leonards, Australia: Allen and Unwin. Berger, P.L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Doubleday. Bernstein, B. (1974). Class, codes and control: Theoretical studies towards a sociology of language (rev. ed.). London, United Kingdom: Routledge & Kegan Paul. Berry, K.S. (2006). Research as bricolage: Embracing relationality, multiplicity and complexity. In K., Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook (pp. 87-115). Rotterdam, The Netherlands: Sense. Billig, M. (1995). Banal nationalism. London, United Kingdom: Sage. Bishop, J. (2006). Forgetting our past, failing our future: The teaching of Australian history. Retrieved November 1, 2006 from http://www.mrcltd.org.au/uploaded_documents/Address_by_the_Hon_Julie_Bishop_MP.doc Black, J., & MacRaild, D.D. (2000). Studying history (2 nd ed.). Hampshire, United Kingdom: Palgrave. Blackmore, W.H., Cotter, R.E., & Elliott, M.J. (1969). Landmarks: A history of Australia to the present day. South Melbourne, Australia: Macmillan. Blainey, G. (2000). A shorter history of Australia. Milsons Point, NSW, Australia: Vintage. Blainey, G. (2001). Australia unlimited: This land is all horizons, Australian fears and visions [Transcript of the 2001 Boyer Lecture Series]. Retrieved May 21, 2009 from http://www.abc.net.au/rn/boyerlectures/stories/2001/411880.htm Blainey, G. (2005). The Black Armband view of history. In M. Fullilove (Ed.), ‘Men and Women of Australia!’: Our greatest modern speeches (pp 30-37). Sydney, Australia: Vintage Books. Blommaert, J. (2001). Context is/as critique. Critique of Anthropology, 21(1), 13-32. Board of Secondary School Studies. (1981). Draft senior syllabus in modern history. Brisbane, Australia: Author. Board of Secondary School Studies. (1987). Senior syllabus in modern history. Brisbane, Australia: Author. Bolt, A. (2000, June 10). Class Revolution. The Courier Mail, n.p. Brawley, S. (1997). ‘A comfortable and relaxed past’: John Howard and the ‘Battle of history’. Retrieved March 2, 2006 from http://www.jcu.edu.au/aff/history/articles/brawley.htm Brindle, P. (1997, December). History teaching and all that: The elementary school experience in the inter-war years. Paradigm, 1(24), 4pp. Retrieved February 24, 2007 from http://faculty.ed.uiuc.edu/westbury/Paradigm/Brindle.html Brockie, J. [Reporter]. (2006, April 25). Insight: Aussie rules [Television broadcast]. Melbourne, Australia: Special Broadcasting Service. Brown, K., & Rowbotham, J. (2006, January 21-22). Basics missing in ‘sandpit science’. The Weekend Australian, p. 7. Bruner, J. (2006). In search of pedagogy volume 1: The selected works of Jerome S. Bruner. Oxon, United Kingdom: Routledge. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press. Bryman, A., & Burgess, R.G. (1994). Reflections on qualitative data analysis. In A. Bryman and R.G. Burgess (Eds.), Analyzing qualitative data. (pp. 216-226). London, United Kingdom: Routledge. Bucholtz, M. (2001). Reflexivity and critique in discourse analysis. Critique of anthropology, 21(2), 165-183. 422
Burgmann, V. (1993). Power and protest: Movements for change in Australian society. St Leonards, Australia: Allen & Unwin. Burk, R. (2005, August 4). Aussie leader takes on the lit-crit crowd. Retrieved May 5, 2009 from http://www.windsofchange.net/archives/aussie_leader_takes_on_the_lit-crit_crowd.html Burns, R.B. (2000). Introduction to research methods (4 th ed.). Frenchs Forest, Australia: Pearson Education. Carlson, D.L. (1989). Legitimation and Delegitimation: American history textbooks and the Cold War. In S. de Castell, A. Luke, & C. Luke (Eds.), Language, authority, and criticism: Readings on the school textbook (pp. 46-55). East Sussex, United Kingdom: The Falmer Press. Carney, S. (2002, June 8). John Howard, cultural warrior. The Age. Retrieved May 18, 2009 from http://www.theage.com.au/articles/2002/06/07/1022982767360.html Carr, B. (2001). On history: Opening address, Macquarie Modern History Teachers’ Conference Saturday, 22 July 2000. The Australian History Teacher, 28, pp. 8-12. Retrieved September 25, 2006 from http://www.pa.ash.org.au/afssse Carr, E.H. (1961). What is history? New York, NY: Vintage Books. Carr, E.H. (1990). What is history? (2 nd ed.). London, United Kingdom: Penguin Books. Carroll, J. (2004). Australia’s equanimity is a mystery. In S. Warhaft (Ed.), Well may we say…The speeches that made Australia (pp 508-17). Melbourne, Australia: Black Inc. Carter, D. (2006). Dispossession, dreams and diversity: Issues in Australian studies. Frenchs Forest, Australia: Pearson Education Australia. Chapman, A. (2009). Introduction: Constructing history 11-19. In H. Cooper & A. Chapman (Eds.). Constructing history 11-19. London, United Kingdom: Sage Publications. Chenail, R.J. (1995. December). Presenting qualitative data. The Qualitative Report, 2(3), 8pp. Retrieved July 26, 2006 from http://www.nova.edu/sss/QR/QR2-3/presenting.html Cherryholmes, C.H. (1987). A social project for curriculum: Post-structuralist perspectives. Journal of Curriculum Studies, 19(4), 295-316. Chouliaraki, L., & Fairclough, N. (1999). Discourse in late modernity: Rethinking critical discourse analysis. Edinburgh, United Kingdom: Edinburgh University Press. Civics Expert Group. (1994). Whereas the people...civics and citizenship education: Report of the Civics Expert Group. Canberra, Australia: Australian Government Publishing Service. Clark, A. (2002a). First Dymphna Clark lecture: Presented at Manning Clark House, 2 March 2002. Retrieved May 11, 2009 from http://www.manningclark.org.au/hyml/Paper-Clark_Anna- First_Dymphna_Clark _Lecture. Clark, A. (2002b). History in Black and White: A critical analysis of the Black Armband debate. Country: Journal of Australian studies, 75, 1-14. Clark, A. (2006). Teaching the nation. Carlton, Australia: Melbourne University Press. Clark, M. (Ed). (1963). Sources of Australian history. London, United Kingdom: Oxford University Press. Clark, M. (1995). A short history of Australia (4 th rev. ed.). Camberwell, Australia: Penguin Books. Clark, M., Hooper, M., & Ferrier, S. (1988). The Ashton Scholastic history of Australia. Gosford, Australia: Ashton Scholastic. Clarke, E. (1987). Assessment in Queensland secondary schools: Two decades of change 1964-1983. North Quay, Australia: Department of Education. Clendinnen, I. (2006). The history question: Who owns the past? Quarterly Essay, 23, 1-72. Cochrane, P., & Goodman, D. (1992). The great Australian journey: Cultural logic and nationalism in the postmodern era. In T. Bennett, P. Buckridge, D. Carter, & C. Mercer (Eds.), Celebrating the nation: A critical study of Australia’s Bicentenary (pp. 175-190). St Leonards, Australia: Allen & Unwin. Coffin, C. (2000).Constructing and giving value to the past: An investigation into secondary school history. In F. Christie & J.R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 196-230). London, United Kingdom: Continuum. Cohen, A.P. (2004). The symbolic construction of community. London, United Kingdom: Routledge. Collins, C. (2006). The role of ethical inquiry in educating for a just democracy: An intervention study. In P.L. Jeffrey (Ed.). AARE conference 2006 (15 pp). Melbourne, Australia: Australian Association for Research in Education. 423
Page 1:
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
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
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
Page 432 and 433: understanding? This last point is o
Page 434 and 435: 420
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
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
Page 490 and 491:
A people with a sense of a fair go
Page 492 and 493:
"There's real anger about that," ag
Page 494 and 495:
Instead, from the nation's Parliame
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
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
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
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
Page 524 and 525:
(p. 110) Passage 6: (pp. 110-111) P
Page 526 and 527:
probably good that this was not cas
Page 528:
Overall, a very unemotional account
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