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Department of Public Instruction. (1954). Annual report: Seventy-ninth report of the secretary for Public Instruction for the year 1954. Brisbane, Australia: Author. Department of Public Instruction. (1954/1960). Queensland school reader: Grade 4. Brisbane, Australia: Author. Department of Public Instruction. (1955). Annual report: Eightieth report of the secretary for Public Instruction for the year 1955. Brisbane, Australia: Author. Department of Public Instruction. (1957/1960/1963/1967). Queensland school reader: Grade 7. Brisbane, Australia: Author. Devine, M. (2007, November 22). Rudd may find he still has a lot to learn. The Sydney Morning Herald. Retrieved January 28, 2008 from http://www.smh.com.au/articles/2007/11/21/1195321864417.html Dewey, J. (1916/2004). Democracy and education. New York, NY: Dover Publications. Donnelly, K. (1996/1997, Summer). Civics and citizenship education: The dangers of centralised civics education. Policy 12(4), 21-24. Donnelly, K. (2005). The culture wars in the schools. Quadrant, 49(4), 56-61. Donnelly, K. (2006a, December 30-31). Gloves off for the rumble in the blackboard jungle. The Weekend Australian, p. 17. Donnelly, K. (2006b, March 8). Moral outrage selective. The Australian, p. 12. Donnelly, K. (2006c, October 7-8). No place for politics in national narrative. The Weekend Australian, p. 24. Donnelly, K. (2006d, August 12-20). Ten history subjects all Australian students should know about. The Weekend Australian, p. 21. Donnelly, K. (2006e, January 28-29). Why our greatest story is just not being told. The Weekend Australian, n.p. Donnelly, K. (2006f, April 22-23). Writer backs PM attack on teaching. The Weekend Australian, p. 8. Donnelly, K. (2007a). Dumbing down: Outcomes-based and politically correct: The impact of the culture wars on our schools. Prahan, Australia: Hardie Grant Books. Donnelly, K. (2007b, October 13-14). Raking over the past. The Weekend Australian, p. 24. Donnelly, K. (2007c, June 9-10). Vouchers are the way to go. The Weekend Australian, p. 28. Downing, B., & Mansfield, J. (1964). Tinka and his friends. Melbourne, Australia: Thomas Nelson and Sons. Dunlop, E.J., & Palfrey, A.E. (1932a). New syllabus history for seventh grade. Brisbane, Australia: William Brooks. Dunlop, E.J., & Palfrey, A.E. (1932b). New syllabus history for sixth grade. Brisbane, Australia: William Brooks. Dunlop, E.J., & Palfrey, A.E. (1933). New syllabus history for fourth grade. Brisbane, Australia: William Brooks. Dunlop, E.J., & Palfrey, A.E. (1934a). New syllabus history for fifth grade. Brisbane, Australia: William Brooks. Dunlop, E.J., & Palfrey, A.E. (1934b). New syllabus history for third grade. Brisbane, Australia: William Brooks. Dunlop, E.W., & Pike, W. (1963). Australia: Colony to nation (2 nd ed.). Croydon, Australia: Longmans. Durack, M. (1964). The courteous savage. Melbourne, Australia: Thomas Nelson Australia. Dyer, J. (2005). Opportunities and challenges for global education in Social Education curriculum. In P.L. Jeffrey (Ed.), AARE conference 2005 (21 pp). Melbourne, Australia: Australian Association for Research in Education. Eagleton, T. (1983). Literary theory: An introduction. Oxford, United Kingdom: Basil Blackwell. Eastaugh, M. (2005, February 10). Teachers’ role as classroom brainwashers. The Australian, p. 10. Easthope, A., & McGowan, K. (Eds.). (1992). A critical and cultural theory reader. Buckingham, United Kingdom: Open University Press. Editorial: A price on our guilt. [Editorial]. (1972, January 26). The Australian, n.p. Editorial: When teaching turns into indoctrination. [Editorial]. (2005, February 10). The Australian, p. 10. 426
Editorial: Deconstructing the loony fringe. [Editorial]. (2006a, September 23-24). The Weekend Australian, p. 16. Editorial: Students left behind. [Editorial]. (2006b, October 7-8). The Weekend Australian, p. 16. Editorial: Teaching bin Laden. [Editorial]. (2006c, March 9). The Australian, p. 13. Editorial: The advantages of a national approach. [Editorial]. (2007, March 2). The Australian. Retrieved May 11, 2009 from www.theaustralian.news.com.au/story/0,20867,21309367- 7583,00.html Elite uni students not up to scratch. (2006, February 12). The Sunday Mail, p. 11. Education Act 1875 (QLD). Education Act 1964 (QLD) ss 4. Education Queensland. (n.d.). Readers. Retrieved August 16, 2009 from http://education.qld.gov.au/library/edhistory/topics/readers/ Education (Queensland Studies Authority) Act 2002 (QLD). Eggins, S., Wignell, P., & Martin, J.R. (1993). The discourse of history: Distancing the recoverable past. In M. Ghadessy (Ed.), Register analysis: Theory and practice (pp. 75-109). London, United Kingdom: Pinter. Elder, B. (2003). Blood on the wattle (3 rd ed.). Sydney, Australia: New Holland. Eunson, B. (2006, May 1). Thick lit? The Age. Retrieved May 5, 2009 from http://www.theage.com.au/news/education-news/thicklit/2006/04/29/1146198357150.html?page=fullpage#contentSwap1 Evans, R.J. (2000). In defence of history (2 nd ed.). London, United Kingdom: Granta Publications. Evans, R.J. (2002). What is history? –Now. In D. Cannadine (Ed.), What is history now? (pp. 1-18). Hampshire, United Kingdom: Palgrave Macmillan. Fairclough, N. (1989). Language and power. London, United Kingdom: Longman Group. Fairclough, N. (1992). Discourse and social change. Cambridge, United Kingdom: Polity Press. Fairclough, N. (2001). Critical discourse analysis as a method in social scientific research. In R. Wodak & M. Meyer (Eds.). Methods of critical discourse analysis (pp. 121-138). London, United Kingdom: Sage Publications. Fairclough, N. (2004). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 225-236). Hoboken, NJ: Lawrence Erlbaum Associates. Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T.A. van Dijk (Ed.), Discourse as social interaction (pp. 258-284). London, United Kingdom: Sage Publications. Pringle, J. (Producer), & Featherstone, D. (Director). (1986). Babakiueria [Documentary]. Sydney, Australia: Australian Broadcasting Corporation. Ferrari, J. (2009, March 21). Hidden ideologues control our teaching. The Australian. Retrieved April 24, 2009 from http://www.theaustralian.news.com.au/story/0,25197,25218606-25134,00.html Ferrari, J. (2008, September 10). New posting to curriculum board reignites history wars. The Australian. Retrieved April 24, 2009 from http://www.theaustralian.news.com.au/story/0,25197,24322663-601,00.html Ferrari, J. (2007a, March 1). Labor plan focuses on four key subjects. The Australian, p. 4. Ferrari, J. (2007b, October 31). Lesson for today: Grammar is back. The Australian. Retrieved May 5, 2009 from http://www.theaustralian.news.com.au/story/0,25197,22677061-13881,00.html Ferrari, J. (2007c, March 24-25). Outcomes education shown the door. The Weekend Australian, p. 3. Ferrari, J. (2006a, March 18-19). Civilising influence of previous wars between East and West. The Weekend Australian, p. 28. Ferrari, J. (2006b, October 7-8). National syllabus ‘power grab’. The Weekend Australian, p. 4. Ferrari, J. (2006c, March 10). ‘Rubbish’ to compare Crusades with 9/11. The Australian, n.p. Ferrari, J. (2006d, March 9). Textbook aims to ‘provoke debate’. The Australian, p. 1. Ferrari, J. (2006e, March 8). Textbook labels the Crusaders terrorists. The Australian, pp. 1-2. Ferrari, J., & Wilson, L. (2007, December 3). Gillard wants history back to basics. The Australian. Retrieved May 11, 2009 from http://www.theaustralian.news.com.au/story/0,25197,22859096- 5013871,00.html Fiske, J. (1991). Reading the popular. London, United Kingdom: Routledge. 427
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
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7.67. Two examples in particular sh
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unlike other textbooks which discus
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However, although this statement wa
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fear of Japan, that the Australian
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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 438 and 439: Collins, C., & Knight, S. (2006). E
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
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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
Page 500 and 501:
“centrally prescribed curriculum
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elativism in school curriculum, spe
Page 504 and 505:
supporting PM Howard’s call for a
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The politicisation of the curriculu
Page 508 and 509:
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
Page 514 and 515:
Language used by opponents of the c
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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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