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Melleuish, G. (1998). The packaging of Australia: Politics and culture wars. Sydney, Australia: UNSW Press. Meyer, M. (2001). Between theory, method, and politics: Positioning of the approaches to CDA. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 14-31). London, United Kingdom: Sage. Millar, C., & Peel, M. (2004). Canons old and new? History Australia, 2, 1-13. Milne, G., & Passmore, D. (2007, February 11). Rudd talks tough on teachers. The Sunday Mail, p. 20. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (1989). Hobart declaration on schooling. Retrieved October 15, 2006 from http://www.mceetya.edu.au/mceetya/ Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (1999). The Adelaide declaration on national goals for schooling in the twenty-first century. Retrieved October 15, 2006 from http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for _schooling_in_the_twenty_first_century.htm Mitchell, W.J.T. (2002). Showing seeing: A critique of visual culture. In N. Miroeff (Ed.). The visual culture reader (2 nd ed., pp. 86-101). London, United Kingdom: Routledge. Molony, J. (1987). The Penguin Bicentennial history of Australia: The story of 200 years. Ringwood, Australia: Penguin Books Australia. Montgomery, K. (2005, December). Imagining the antiracist state: Representations of racism in Canadian history textbooks. Discourse: studies in the cultural politics of education, 26(4), 427- 442. Morpeth, N. (2007). Thucydides and history of ideas: Numbers, war and understanding. Paper presented at the History Teachers’ Association Annual Conference, 2-5 October, Shore School, Sydney, Australia. Moughrabi, F. (2001). The politics of Palestinian textbooks. Journal of Palestine Studies, 31(1), 5-19. Mulkay, M. (1985). The word and the world: Explorations in the form of sociological analysis. London, United Kingdom: George Allen & Unwin. Naylor, J. (2000). Inquiry approaches in secondary Studies of Society and Environment Key Learning Area: Occasional paper prepared for the Queensland School Curriculum Council. Brisbane, Australia: Queensland School Curriculum Council. Naylor, J.M. (2007). Valu/able teaching in Studies of Society and Environment: Contested terrain. In J. Austin & A. Hickey (Eds.), Education for healthy communities: Possibilities through SOSE and HPE (pp 135-150). Frenchs Forest, Australia: Pearson Education Australia. Nelson, B. (2002, September 23). Schools must teach values. The Age. Retrieved October 2, 2006 from http://www.theage.com.au/articles/2002/09/22/1032055034022.html Nicholls, J. (2005). The philosophical underpinnings of school textbook research. Paradigm, 3(1), 24- 35. Nicholson, P. (2003, September 27). History Wars Keating Manning Clark Blainey. The Australian, n.p. O’Brien, S., Keith, G., Wilson, M., & Jacobson, G. (Eds). (1988). Two hundred years. Kensington, Australia: Bay Books. O’Halloran, K. (2005). Casual cognition and socio-cognition in critical discourse analysis: A reply to Rick Iedema. Linguistics and Education, 16, 338-348. Online Opinion. (n.d.) Forum. Retrieved May 18, 2009 from http://forum.onlineopinion.com.au/thread.asp?article=3024 Osborne, K. (2003). Teaching history in schools: A Canadian debate. Journal of Curriculum Studies, 35(5), 585-626. Pace, D., & Middledorf, J. (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking. San Francisco, CA: Jossey-Bass. Palmer, H., & MacLeod, J. (1954/1964). The first hundred years. Croydon, Australia: Longmans. Palmer, H., & MacLeod, J. (1969). After the first hundred years. Croydon, Australia: Longmans. Paltridge, B. (2000). Making sense of discourse analysis. Gold Coast, Australia: Antipodean Educational Enterprises: 434
Parents and Friends Association. (n.d.). New SOSE syllabus. Retrieved September 25, 2006 from http://www.pandf.org.au/sose.htm Parker, I. & Burman, E. (1993). Against discursive imperialism, empiricism, and constructionism: Thirty two problems with discourse analysis. In E. Burman, & I. Parker (Eds.), Discourse analytic research: Repertoires and readings of texts in action (pp. 155-172). London, United Kingdom: Routledge. Parkes, R.J. (2006). Interrupting history: A critical-reconceptualisation of History curriculum after ‘the end of history’. (Unpublished doctoral thesis). University of Newcastle, Newcastle. Parkes, R.J. (2007). Reading History curriculum as postcolonial text: Towards a curricular response to the history wars in Australia and beyond. Curriculum Inquiry, 37(4), 383-400. Pearson, C. (2006, January 28-29). Long may this war rage. The Weekend Australian, p. 26. Pearson, N. (2007, December 1-2). Sorry, we require a synthesis. The Weekend Australian, p. 23. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum. Pennycook, A. (1994). Incommensurable discourses? Applied Linguistics, 15(2), 115-38 Phillips, A.A. (Ed.). (1961). An Australian muster (2 nd ed.). Melbourne, Australia: Longmans. Pike, M.A. (2007). The state and citizenship education in England: A curriculum for subjects or citizens? Journal of Curriculum Studies, 39(4), 471-489. Pinar, W.F., Reynolds, W.M., Slattery, P., & Taubman, P. M. (2002). Understanding curriculum. New York, NY: Peter Lang. Pink, S. (2001). Doing visual ethnography: Images, media, and representation in research. London, United Kingdom: Sage. Pinsent, P. (1997, May). Race and ideology in textbooks. Paradigm, 1(22), 7 pp. Retrieved February 24, 2007, from http://faculty.ed.uiuc.edu/westbury/Paradigm/Pinsent.html Potter, J., & Wetherell, M. (1994). Analysing discourse. In A. Bryman & B. Burgess (Eds.), Analyzing Qualitative Data (pp. 47-66). London, United Kingdom: Routledge. Power, P.J., Lingard, C.A., & Itsikson, E. (1985). Spanning time. South Melbourne, Australia: Macmillan. Premier Educational Publishers. (1964). Adventures in social studies for grade 4. Coolangatta, Australia: Premier Educational. Price, S. (1999). Critical discourse analysis: Discourse acquisition and discourse practices. TESOL Quarterly, 33(3), 581-595. Queensland School Curriculum Council. (1997, April). Syllabus development. Interlink, 2, 2. Queensland School Curriculum Council. (2000). Studies of Society and Environment: Years 1 to 10 syllabus. Brisbane, Australia: Author. Queensland Studies Authority. (2000). Verifiable facts. Retrieved September 25, 2006 from http://www.qsa.qld.edu.au/yrs1to10/kla/sose/docs/faq/verifiable_facts_Jun00.doc Queensland Studies Authority. (2004). Modern History: Senior syllabus 2004. Brisbane, Australia: Author. Reitstaetter, J., Rheindorf, M., & van Leeuwen, T. (2005). Media discourse: Social semiotics and the study of multimodal discourse. Reconstruction: Studies in contemporary society 5(2) 10 pp. Reynolds, H. (1972). Aborigines and settlers: The Australian experience. North Melbourne, Australia: Cassell Australia. Reynolds, H. (1987). Frontier: Aborigines, settlers and land. Sydney, Australia: Allen & Unwin. Reynolds, H. (1995). The other side of the frontier: Aboriginal resistance to the European invasion of Australia (2 nd ed.). Melbourne, Australia: Penguin. Reynolds, H. (1998, June). Aborigines and the 1967 Referendum: Thirty Years On [Department of the Senate occasional lecture series November 14, 1997]. Papers on Parliament 31, pp. 55-67. Retrieved March 23 2009 from http://wopared.aph.gov.au/Senate/pubs/pops/pop31/c05.pdf Reynolds, H. (2001). The question of genocide in Australia’s history: An indelible stain? Ringwood, Australia: Viking Press Riley, M., Doherty, L., & Burke, K. (2004). Backlash over PM’s attack on schools. Sydney Morning Herald. Retrieved October 2, 2006 from http://www.smh.com.au/articles/2004/01/20/1074360767089.html 435
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
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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 444 and 445: Henderson, G. (2008b, August 12). N
Page 446 and 447: Kitson, J. (Interviewer), & Malouf,
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
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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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