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Howard’s intentions, adding, “Mr Howard has attempted to present a more positive
interpretation of the Australian achievement” (G. Henderson, 2006b, p. 12). Reinforcing the
view that Howard (and therefore some might argue, the conservative right) lost the
history/culture wars, G. Henderson repeated his view two years later, writing “Agree or
disagree with the Howard Government, it made some tough decisions on economic, foreign
and social policy. However, its impact on the so-called culture wars has been grossly
exaggerated” (2008b, para. 2).
A1.7 Education Contexts: History/Culture Wars and School Curriculum
Since the initial SOSE syllabus implementation in Queensland schools in 2000, there have
been a number of sustained campaigns critical of the new curriculum. An indication of the
impact the history/culture wars has had on schooling can be seen in the print space devoted to
the topic in major newspapers. Queensland-based The Courier Mail’s reprinting of the entire
SOSE Syllabus is one example of this. The Weekend Australian’s decision to include five
articles plus an editorial in the September 23-24, 2006 edition, on the asserted failings of
curriculum is also an indication of the perceived importance and generated public interest of
this topic on a nation-wide scale. The syllabuses derived from the SOSE Key Learning Area
(KLA) of all states have been at the centre of much public commentary, such that it becomes
apparent that it is the area of social learning broadly that attracts attention, and not narrowly
state-specific characteristics of specific syllabuses.
SOSE syllabuses have many commonalities across the various Australian states, and thus a
national focus on this issue has been convenient and relatively easy to generate, as broad
generalisations can be made based on curricula that have similar theoretical groundings.
Representations of SOSE through public discourses have been varied; at times on the attack,
sometimes supportive, usually surrounded by controversy and seemingly always topical. This
section maps the debates at sections where the history/culture wars connect with education by
highlighting key personalities who have consistently maintained an interest through public
commentaries on the SOSE curriculum and present counter arguments presented by educators
to dominant criticisms since 2000.
A1.7.1 Public contexts: Commentaries and responses.
Prominent criticisms of the SOSE curriculum fall into two clear categories. First, the nature
of the curriculum in terms of its underpinning values and specific content often forms the
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