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Henderson, G. (2008b, August 12). No wins for Howard in culture wars. Sydney Morning Herald. Retrieved April 7, 2009 from http://www.smh.com.au/news/opinion/no-wins-for-howard-inculture-wars/2008/08/11/1218306764370.html Henderson, G. (2008c, February 19). The culture war crimes tribunal. Sydney Morning Herald. Retrieved April 7, 2009 from http://www.smh.com.au/news/gerard-henderson/the-culture-warcrimes-tribunal/2008/02/18/1203190739383.html Henderson, G. (2006a, April 25). A legend wins the culture wars. Sydney Morning Herald. Retrieved March 23, 2009 from http://www.smh.com.au/news/opinion/a-legend-wins-the-culturewars/2006/04/24/1145861282296.html?page=fullpage#contentSwap1 Henderson, G. (2006b, August). The Howard Government and the culture wars. The Sydney Institute Quarterly, 29, 11-22. Henderson, R. (2005). A Faircloughian approach to CDA: Principled eclecticism or a method searching for a theory? Melbourne Studies in Education, 46(2), 9-24. Hendy, A., Lipke, I.G., Deoki, T.P., Ramsay, M.A., Davidson, M.E., Mulcahy, S.M., & Cowie, H.R. (1976). Foundations. Melbourne, Australia: Thomas Nelson Australia. Hexter, J.H. (1971). The history primer. New York, NY: Basic Books. Hickey, A., & Austin, J. (2006). (Re)presenting education: Students, teachers, schools and the public imagination. Frenchs Forest, Australia: Pearson Education Australia. Hill, J. (2006, October 7-8). At least I learned to read and write under Chairman Mao [Letter to the editor]. The Weekend Australian, p.16. Hobsbawm, E.J. (1992). Nations and nationalism since 1780: Programme, myth, reality (2 nd ed.). Cambridge, United Kingdom: Cambridge University Press. Hoepper, B. (2007). Historical literacy. QHistory: The Journal of the Queensland History Teachers’ Association, 33-37. Hoepper, B., & Quanchi, M. (2000). History in years 1 to 10 Studies of Society and Environment Key Learning Area: Occasional paper prepared for the Queensland School Curriculum Council. Brisbane, Australia: Queensland School Curriculum Council. Hoepper, B., Henderson, D., Fien, J., Sim, C., Alexander, D., & Bond, P. (2000, September 16). Perspectives: Rigor for life. Queensland academics respond to the Studies of Society and Environment debate [Letter to the editor]. The Courier Mail, p. 19. Holub, R. (1992). Antonio Gramsci: Beyond Marxism and postmodernism. London, United Kingdom: Routledge. hooks, b. (1994). Outlaw culture: Resisting representations. New York, NY: Routledge. Hope, D. (2006, March 18-19). Ripping tales from the vault. The Weekend Australian, p. 27. Horne, D. (1980). A time of hope: Australia 1966-72. Sydney, Australia: Angus & Robertson. Hoskin, K. (1990, July). The textbook: Further moves towards a definition. Paradigm, 1(3), 4 pp. Retrieved February 24, 2007, from http://faculty.ed.uiuc.edu/westbury/Paradigm/hoskin2.html Howard, J. W. (1996a, October 30). House of Representatives: Official Hansard [Online version]. Retrieved May 18, 2009 from http://www.aph.gov.au/Hansard/reps/dailys/dr301096.pdf Howard, J.W. (1996b, November 18). The Liberal tradition: The beliefs and values which guide the federal government. Transcript of The 1996 Sir Robert Menzies Lecture [Online version]. Retrieved May 18, 2009 from http://menzieslecture.org/1996.html Howard, J.W. (1997, May 27). Opening address to the Australian Reconciliation Convention 1997. Retrieved May 18, 1009 from http://www.austlii.edu.au/au/other/IndigLRes/car/1997/4/pmspoken.html Howard, J. W. (2003, April 25). Transcript of the Prime Minister the Hon John Howard MP Address at Anzac Day Parade, Canberra. Retrieved August 31, 2006 from http://www.pm.gov.au/news/speeches/speech94.html Howard, J.W. (2006, January 25). A sense of balance: The Australian achievement in 2006 [transcript of the Address to the National Press Club by the Prime Minister, John Howard, in the Great Hall, Parliament House, Canberra.]. Retrieved February 8, 2009 from http://www.australianpolitics.com/news/2006/01/06-01-25_howard.shtml Howard, J. W. (2007, February 8). Transcript of the Prime Minister the Hon John Howard MP Dumbing Down by Kevin Donnelly book launch, Parliament House, Canberra. Retrieved February 19, 2007 from http://www.pm.gov.au/news/speeches/speech2359.html 430
Hughes, R. (2005). The culture of complaint. In M. Fullilove (Ed.). ‘Men and Women of Australia!’: Out greatest modern speeches (pp 152-156). Sydney, Australia: Vintage Books. Human Rights and Equal Opportunity Commission. (1997). Bringing them home: Report of the national inquiry into the separation of Aboriginal and Torres Strait Islander children from their families. Canberra, Australia: Author. Husbands, C. (1996). What is history teaching: Language ideas and meaning in learning about the past. Buckingham, United Kingdom: Open University Press. Husbands, C., Kitson, A., & Pendry, A. (2003). Understanding history teaching. Berkshire, United Kingdom: Open University Press. Ingamells, R. (1960). Aranda boy. Melbourne, Australia: Longmans. Ireland, T. (2000). The archaeology of nation in Australia. World Archaeological Bulletin, 11, 67-93. Israel to ban 1948 ‘catastrophe’ references in Arab Israeli school books. (2009, July 22). News.com.au. Retrieved July 22, 2009, from www.news.com.au/story/0,27572,25818812- 23109,00.html Issitt, J. (2004). Reflection on the study of textbooks. History of Education, 33(6), 683-696. Jackson, P.W. (1968). Life in classrooms. Chicago, IL: Holt, Rinehart and Winston. Jaworski, A., & Coupland, N. (2006). Introduction: Perspectives on discourse analysis. In A. Jaworski & N. Coupland (Eds.). The discourse reader (2 nd ed., pp.1-37). London, United Kingdom: Routledge. Johnson, F.C., Berkeley, G.F., Hamilton, R., & Scott, E. (Eds.). (1970). Bennelong. Milton, Australia: Jacaranda Press. Jones, S. (2006). Antonio Gramsci. London, United Kingdom: Routledge Press. Jones, T. (2008, February 14). Apology latest salvo fired in the culture wars. ABC News. Retrieved March 23, 2009 from http://www.abc.net.au/news/stories/2008/02/14/2162341.htm Karier, C.J. (1973). Business values and the educational state. In C.J. Karier, P. Violas, & J. Spring (Eds.), Roots of crisis: American education in the twentieth century (pp. 6-29). Chicago, IL: Rand McNally and Company. Karier, C.J., Violas, P., & Spring, J. (Eds.). (1973). Roots of crisis: American education in the twentieth century. Chicago, IL: Rand McNally and Company. Keane, J. (1995). Nations, nationalism and European citizens. In S. Periwal (Ed.), Notions of nationalism (pp. 182-207). London, United Kingdom: Central European University Press. Keating, P. (2003, September 5). Keating’s history wars. The Sydney Morning Herald [online version]. Retrieved October 10, 2005 from http://www.smh.com.au/articles/2003/09/05/1062549021882.html 5 pages Keating, P. (2005). Doing the Placido Domingo. In M. Fullilove (Ed.). ‘Men and Women of Australia!’: Our greatest modern speeches (pp 123-128). Sydney, Australia: Vintage Books. Kelly, P. (2006, August 19-20). Our history in disrepair. The Weekend Australian, p. 20. Kemmis, S., Cole, P., & Suggett, D. (1983). Orientations to Curriculum and transition to the socially critical school. Melbourne, Australia: Victorian Institute of Secondary Education. Kincheloe, J.L. (2001). Describing the bricolage: Conceptualizing a new rigor in qualitative research. Qualitative Inquiry, 7(6), 679-692. Kincheloe, J.L. (2005). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3), 323-350. Kincheloe, J.L. (2008). Critical pedagogy and the knowledge wars of the twenty-first century. International Journal of Critical Pedagogy, 1(1), 1-22. Kincheloe, J.L., & Berry, K.S. (2004). Rigor and complexity in educational research: Conceptualizing the bricolage. Berkshire, United Kingdom: Open University Press. Kincheloe, J.L., & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The SAGE handbook of qualitative research (3 rd ed., pp. 303- 342). Thousand Oaks, CA: Sage. Kincheloe, J.L., & Tobin, K. (2006). Doing educational research in a complex world: Preface. In K. Tobin & J.L Kincheloe (Eds.), Doing educational research (pp. 3-13). Rotterdam, The Netherlands: Sense. 431
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
Page 382 and 383:
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
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Source 7.73. Treaty of Versailles e
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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 440 and 441: Department of Public Instruction. (
Page 442 and 443: Fiske, J., Hodge, B., & Turner, G.
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
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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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