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Collins, C., & Knight, S. (2006). Ethical inquiry as central to the ‘Society and Environment’ learning area. In P.L. Jeffrey (Ed.), AARE conference 2006 (14 pp). Melbourne, Australia: Australian Association for Research in Education. Connole, P. F. (1962). Australia and the near north: The Commonwealth in the modern world volume 2. Brisbane, Australia: Jacaranda Press. Connors, L. (1984). The formation of character: Queensland schooling in the interwar period. (Unpublished honour’s thesis). University of Queensland, St Lucia. Cooper, H., & Chapman, A. (2009). The history of history and history education: A context for the book. Retrieved January 13, 2010 from http://www.uk.sagepub.com/upmdata/29450_Preface.pdf Cope, B. (1987). Racism, popular culture and Australian identity in transition: A case study of change in school textbooks since 1945. In R. Rasmussen & A. Markus (Eds.), Prejudice in the public arena: Racism (pp. 73-92). Clayton, Australia: Monash University. Cope, B., & Kalantzis, M. (1990). Literacy in the social sciences. In F. Christie (Ed.), Literacy for a changing world. Hawthorn, Australia: Australian Council for Educational Research. Council for Aboriginal Reconciliation Act 1991 (Cwlth). Part 2, s. 5 Cowie, H.R. (1975). Frankfurt to Fra Mauro. West Melbourne, Australia: Thomas Nelson Australia. Cowie, H.R. (1980). Crossroads: Asia and Australia in world affairs. Melbourne, Australia: Thomas Nelson Australia. Cowie, H.R. (Ed.). (1982). Crossroads: Imperialism and race relations. Melbourne, Australia: Thomas Nelson Australia. Cox, T. (1996). The national curriculum and the early years: Challenges and opportunities. London, United Kingdom: The Falmer Press. Crabb, A., & Guerrera, O. (2004, January 20). PM queries values of state schools. The Age. Retrieved October 2, 2006 from http://www.theage.com.au/articles/2004/01/19/1074360697635.html Cramp, K.R. (1927). A story of the Australian people: Queensland edition. Sydney, Australia: George B. Philip & Son. Crawford, K. (2008, April). Japanese manga and the historiography of the Nanjing Massacre. In C. Crawford & P. Whiteman (Eds.), Centre for Education, Research and Children Occasional Papers volume 1. Ourimbah, Australia: University of Newcastle. Crick, B. (1998). Education for citizenship and the teaching of democracy in schools: Final report of the Advisory Committee on Citizenship. Retrieved December 9, 2009, from http://www.qcda.gov.uk/libraryAssets/media/6123_crick_report_1998.pdf Criswell, C., & Deoki, T. (1982). Junior secondary history for Queensland. Melbourne, Australia: Longman Cheshire. Cullip, P.F. (2007). Making history in Malaysian schools: How the pedagogic discourse of history functions in Malaysian classrooms. Journal of Curriculum Studies, 39(2), 195–218. Curthoys, A. (2002). Does Australian history have a future? Australian Historical Studies, 118, 140- 152. Curthoys, A. (2003). Cultural history and the nation. In H. Teo & R. White (Eds.), Cultural history in Australia (pp. 22-37). Sydney, Australia: UNSW Press. Curthoys, A. & Docker, J. (2006). Is History Fiction?, Sydney, Australia: UNSW Press. Daniel, J. (2006). Foreword. In S.J. Foster & K.A. Crawford, K.A. (Eds.), What shall we tell the children: International perspectives on school history textbooks (pp. ix-x). Greenwich, CT: Information Age. Davidson, J. (2004). History, identity and ethnicity. In P. Lambert & P. Schofield (Eds.), Making history: An introduction to the history and practices of a discipline (pp. 204-214). New York, NY: Routledge. Davis, O.L. (2006). Preface. In S.J. Foster, & K.A. Crawford (Eds.), What shall we tell the children: International perspectives on school history textbooks (pp. xi-xiv). Greenwich, CT: Information Age. De Boos, C. (1906). Settler and savage: One hundred years ago in Australia. Sydney, Australia: The N.S.W. Bookstall Co. de Castell, S., Luke, A., & Luke, C. (Eds.). (1989). Language, authority, and criticism: Readings on the school textbook. East Sussex, United Kingdom: The Falmer Press. 424
Denzin, N.K., & Lincoln, Y.S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage. Denzin, N.K., & Lincoln, Y.S. (Eds.). (1998). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2000). Handbook of qualitative research (2 nd ed.). Thousand Oaks, CA: Sage. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2005). Handbook of qualitative research (3 rd ed.). Thousand Oaks, CA: Sage. Department of Aboriginal Affairs. (1974). Australian Aboriginals. Canberra, Australia: Australian Government Printing Service. Department of Education. (1955/1966). Social studies for Queensland schools grade 6. Brisbane, Australia: Author. Department of Education. (1954/1959/1960). Social studies for Queensland schools grade 8. Brisbane, Australia: Author. Department of Education. (1954/1963/1966). Social studies for Queensland schools grade 4. Brisbane, Australia: Author. Department of Education. (1959/1962/1966). Social studies for Queensland schools grade 5. Brisbane, Australia: Author. Department of Education. (1960/1963). Social studies for Queensland schools grade 7. Brisbane, Australia: Author. Department of Education. (1964). The Syllabus or Course of Instruction for primary schools social studies. Brisbane, Australia: Author. Department of Education. (1987a). Primary social studies sourcebook year 3. Brisbane, Australia: Author. Department of Education. (1987b). Primary social studies syllabus and guidelines. Brisbane, Australia: Author. Department of Education. (1988a). Primary social studies sourcebook year 5. Brisbane, Australia: Author. Department of Education. (1988b). Primary social studies sourcebook year 7. Brisbane, Australia: Author. Department of Education, Training and the Arts. (2006). A chronology of education in Queensland. Retrieved April 20, 2007 from http://education.qld.gov.au/information/service/libraries/edhistory/state/chronology/1851.html Department of Education, Training and the Arts. (2007, December). Anzac Day in state schools. Retrieved April 14, 2008, from http://education.qld.gov.au/library/edhistory/topics/anzac.html Department of Public Instruction. (1913a). Queensland readers: Book IV. Brisbane, Australia: Author. Department of Public Instruction. (1913b). Queensland readers: Book V. Brisbane, Australia: Author. Department of Public Instruction. (1914). Queensland readers: Book II. Brisbane, Australia: Author. Department of Public Instruction. (1916, April). The school paper: Anzac Day. Brisbane, Australia: Author. Department of Public Instruction. (1922). Queensland school readers: Book 1. Brisbane, Australia: Author. Department of Public Instruction. (1928). State education in Queensland. Brisbane, Australia: Author. Department of Public Instruction. (1933). Queensland school readers: Book 1. Brisbane, Australia: Author. Department of Public Instruction. (1935). Queensland readers: Book V. Brisbane, Australia: Author. Department of Public Instruction. (1936a). Queensland readers: Book IV. Brisbane, Australia: Author. Department of Public Instruction. (1936b). Queensland readers: Book VI. Brisbane, Australia: Author. Department of Public Instruction. (November 3, 1951). Education Office Gazette, LIII(10). Department of Public Instruction. (1952). The Syllabus or Course of Instruction in primary and intermediate Schools. Brisbane, Australia: Author. 425
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
Page 116 and 117:
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
Page 292 and 293:
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
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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 436 and 437: and functional perspectives on time
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
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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
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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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