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Certification of Dissertation I certify that the ideas, results, analyses and conclusions reported in this dissertation are entirely my own effort, except where otherwise acknowledged. I also certify that the work is original and has not been previously submitted for any other award, except where otherwise acknowledged. ______________________________ ______________ Signature of Candidate: Heather Sharp Date Endorsement ______________________________ ______________ Signature of Supervisor: Assoc. Prof. Jon Austin Date ______________________________ ______________ Signature of Supervisor: Dr Andrew Hickey Date iii
Page 1: University of Southern Queensland C
Page 7 and 8: Acknowledgements Completing this di
Page 9 and 10: Table of Contents Abstract ........
Page 11 and 12: 8.3 Representations of British Heri
Page 13 and 14: List of Tables Table 2.1 Three Appr
Page 15 and 16: Chapter One: Introduction 1.1 Intro
Page 17 and 18: the curriculum presents information
Page 19 and 20: commonly used in classrooms, and by
Page 21 and 22: the ways they shape everyday life a
Page 23 and 24: • In order to thoroughly contextu
Page 25 and 26: Chapter 5: Before and Immediately A
Page 27 and 28: Chapter Two: Literature Review 2.1
Page 29 and 30: Ideology in a simple form, is taken
Page 31 and 32: as in other spheres...the circle of
Page 33 and 34: elations present in society have di
Page 35 and 36: students and thus use its position
Page 37 and 38: It contains commitments to the kind
Page 39 and 40: In short, this set of semiotic feat
Page 41 and 42: way textbooks are defined by their
Page 43 and 44: The study and analysis of textbooks
Page 45 and 46: variety of sources so that many dif
Page 47 and 48: that appeared as part of his defini
Page 49 and 50: as a clear representation of how st
Page 51 and 52: widely and most commonly as the Pri
Page 53 and 54: through the selection of content an
Page 55 and 56:
This project analyses dominant soci
Page 57 and 58:
all literature, as a means of enmes
Page 59 and 60:
2.7 Constructions of National Ident
Page 61 and 62:
Billig concurs with this, stating:
Page 63 and 64:
important for this project as it de
Page 65 and 66:
1995; Thompson, 1990) and often dra
Page 67 and 68:
vigorous and sustained public debat
Page 69 and 70:
2.7.4.1 Australian contexts. As an
Page 71 and 72:
citizenship and its content area ha
Page 73 and 74:
‘problem’ is to be found, first
Page 75 and 76:
educated…the communal past define
Page 77 and 78:
A summary of two of the approaches,
Page 79 and 80:
Of interest, Cope and Kalantzis (19
Page 81 and 82:
Movement in Australia 1964-1975 in
Page 83 and 84:
To what degree the definitions of a
Page 85 and 86:
Chapter Three: Methodology, Researc
Page 87 and 88:
most rigorous methodology possible
Page 89 and 90:
perspective as it concentrates on a
Page 91 and 92:
so inter or multi disciplinary, tha
Page 93 and 94:
Through a critique of a bricolage p
Page 95 and 96:
adapted to suit the requirements of
Page 97 and 98:
form of words and many structures o
Page 99 and 100:
in the analysis of data, is that it
Page 101 and 102:
power relationships which are frequ
Page 103 and 104:
teaching of Japanese history from a
Page 105 and 106:
Just as the data itself consists of
Page 107 and 108:
ensures that the ideological unders
Page 109 and 110:
creating a glossed-over and incompl
Page 111 and 112:
the original source or data would n
Page 113 and 114:
visual dimensions of discourse is i
Page 115 and 116:
discourses or ideologies they conve
Page 117 and 118:
He also states, “there is no poin
Page 119 and 120:
that usage and to encourage student
Page 121 and 122:
that ancient Greece made…to the h
Page 123 and 124:
catches will depend, partly on chan
Page 125 and 126:
historical research. Other research
Page 127 and 128:
The incorporation of CDA within thi
Page 129 and 130:
Previously, positivistic and post-p
Page 131 and 132:
commitments should be linked to sci
Page 133 and 134:
Department of Education documents a
Page 135 and 136:
• Online sources, in cases where
Page 137 and 138:
this site has proven to be a useful
Page 139 and 140:
o Selecting textbooks across multip
Page 141 and 142:
Identifying explicit criteria for s
Page 143 and 144:
principles of the other methodologi
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curriculum plays in reinforcing dom
Page 147 and 148:
3. Are the respective utterances ar
Page 149 and 150:
3.11 Chapter Conclusion and Summary
Page 151 and 152:
Chapter Four: Data Analysis Introdu
Page 153 and 154:
4.2.1 Reading curriculum documents
Page 155 and 156:
The fact is that until the middle '
Page 157 and 158:
discourses are temporal in nature a
Page 159 and 160:
Australia had ceased to be a ‘bas
Page 161 and 162:
Chapter Five: Before and immediatel
Page 163 and 164:
5.2.1 Compulsory age of schooling.
Page 165 and 166:
British Empire) civics and morals,
Page 167 and 168:
5.3 Categories Emerging from Analys
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(Queensland Readers: Book IV, 1913a
Page 171 and 172:
discourses of British superiority a
Page 173 and 174:
5.5.2 Discourses of loyalty through
Page 175 and 176:
Secondary students were also accult
Page 177 and 178:
5.6 Category 3: Australia’s Milit
Page 179 and 180:
5.7 Category 4: Australia as a Colo
Page 181 and 182:
discourses present, and although th
Page 183 and 184:
through paraphrased statements made
Page 185 and 186:
terrible conflict that had just end
Page 187 and 188:
Source 5.5. Extract on topic of Gal
Page 189 and 190:
people, is one of a distant observe
Page 191 and 192:
of the crests, at the lower front c
Page 193 and 194:
towards not repeating these through
Page 195 and 196:
its historical context. Given the e
Page 197 and 198:
moral values, with history content
Page 199 and 200:
Implicit in this passage, and repre
Page 201 and 202:
Chapter Six: Black Movement in Aust
Page 203 and 204:
of Indigenous Australians in the li
Page 205 and 206:
probably confusing component, the i
Page 207 and 208:
Primarily, the textbooks selected f
Page 209 and 210:
... The major objective of Social S
Page 211 and 212:
no specific mention of individuals;
Page 213 and 214:
Anecdotal evidence indicates that t
Page 215 and 216:
widespread use, instead forming par
Page 217 and 218:
textbooks and the particular discou
Page 219 and 220:
This series uses both the textbook
Page 221 and 222:
around a campfire, watched by three
Page 223 and 224:
Source 6.7. “Sometimes the native
Page 225 and 226:
The two groups in the picture, the
Page 227 and 228:
Followed with: His [Sturt’s] resc
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Another example of peaceful interac
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Source 6.12. Bass and Flinders extr
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On the other hand, traits and chara
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Batman’s Treaty do so with a grea
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Source 6.16. Migration from Tasmani
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perspective of an Indigenous person
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Source 6.18 is further unusual, as
Page 243 and 244:
and perhaps demonstrates the import
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Source 6.19. Batman and Fawkner ext
Page 247 and 248:
livestock, there is no deeper expla
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intentionally by the authors, but n
Page 251 and 252:
Source 6.23. “The occupation of t
Page 253 and 254:
that in killing the blacks we were
Page 255 and 256:
ultimately successful (from the per
Page 257 and 258:
about the outcomes of the governmen
Page 259 and 260:
the early Van Diemen’s Land (as T
Page 261 and 262:
Strait, but their numbers gradually
Page 263 and 264:
However, even despite the use of th
Page 265 and 266:
Indigenous histories in either an h
Page 267 and 268:
understood and lived in harmony wit
Page 269 and 270:
animals and leaf mould from the dec
Page 271 and 272:
Will he go in his sleep from these
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spoken about rather than by in scho
Page 275 and 276:
6.7.5 Discourses of ignorance. Movi
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The occupation of the land by white
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approaches, more emphasis has been
Page 281 and 282:
Source 6.36. “Major Problems” a
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Source 6.38. “The Missions” ext
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Despite the Preface indicating the
Page 287 and 288:
calls. Most exciting of all she sho
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Source 6.41. “The life of an abor
Page 291 and 292:
The first hundred years represents
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instead explains to students why In
Page 295 and 296:
elating to Indigenous Australians.
Page 297 and 298:
if mediated appropriately by the cu
Page 299 and 300:
Unchanged from previous eras, the Q
Page 301 and 302:
as ‘Aborigines’, ‘Aboriginals
Page 303 and 304:
discussed, rather than a principled
Page 305 and 306:
Chapter Seven: 1988 Bicentennial Er
Page 307 and 308:
Source 7.3. Indigenous representati
Page 309 and 310:
In addition, whereas in previous de
Page 311 and 312:
y Dr Ken Baker and published in the
Page 313 and 314:
Civics/Citizenship is obvious, with
Page 315 and 316:
Source 7.5. Scope and sequence char
Page 317 and 318:
7.2.3 Key textbooks and related sch
Page 319 and 320:
Although Gray’s book is a departu
Page 321 and 322:
situation in England that led to th
Page 323 and 324:
7.4.2 Discourses of Indigenous Aust
Page 325 and 326:
Of interest, a sample of other text
Page 327 and 328:
Kinship and moiety structures commo
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Source 7.18. “Pitjantjatjara Fami
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terms to explain connections betwee
Page 333 and 334:
7.5.2 Representations of pre-1788 c
Page 335 and 336:
Source 7.25. Arrival of the First F
Page 337 and 338:
Australians, with violence committe
Page 339 and 340:
Source 7.30. Extract of the Myall C
Page 341 and 342:
Source 7.32. 1967 Referendum extrac
Page 343 and 344:
Source 7.34. Photo of an Indigenous
Page 345 and 346:
places the viewer of the image ‘i
Page 347 and 348:
had been resolved. In addition, thr
Page 349 and 350:
Source 7.38. Discourses of a dying
Page 351 and 352:
7.9.3 Discourses of political and c
Page 353 and 354:
Source 7.42, a primary source excer
Page 355 and 356:
with a comprehensive understanding
Page 357 and 358:
As already broached, the perspectiv
Page 359 and 360:
7.10.2 Discourses recognising Indig
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Source 7.51. Brittle spear extract
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Source 7.54. “Activity B: Theorie
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provided with ideas on how they can
Page 367 and 368:
questions (see Source 7.58 for full
Page 369 and 370:
Labor government in this textbook i
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construction of Australian history
Page 373 and 374:
7.12.2 Discourses of Indigenous Aus
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• Category 7: Reason for Colonisa
Page 377 and 378:
Source 7.65. “Pupil activity shee
Page 379 and 380:
7.14.4 Representations of Australia
Page 381 and 382:
many textbooks and curriculum mater
Page 383 and 384:
7.15 Category 2: Australia’s emot
Page 385 and 386:
Source 7.70. “Exercises” extrac
Page 387 and 388:
South Australia and used as a Defen
Page 389 and 390:
Source 7.72. The Versailles Peace C
Page 391 and 392:
Source 7.75. “Australian attitude
Page 393 and 394:
Source 7.77. “Australia in the Em
Page 395 and 396:
Source 7.79. Sample secondary sourc
Page 397 and 398:
7.16.4 Discourses of dissociation p
Page 399 and 400:
Source 7.85. Political-legal reason
Page 401 and 402:
and represents a very emotional dis
Page 403 and 404:
Source 7.89. “Australia’s invol
Page 405 and 406:
7.19 Category 6: Conscription 7.19.
Page 407 and 408:
Source 7.93. “The new penal colon
Page 409 and 410:
the 1980s general celebratory disco
Page 411 and 412:
celebration of National Aborigines
Page 413 and 414:
like a review sheet, yet it is not.
Page 415 and 416:
and narrates the action initiated a
Page 417 and 418:
occasion Indigenous representations
Page 419 and 420:
and Indigenous representations, in
Page 421 and 422:
Chapter Eight: Conclusion 8.1 Intro
Page 423 and 424:
...the single most important obstac
Page 425 and 426:
The two examples provided here, one
Page 427 and 428:
Source 8.1. Curriculum approach ext
Page 429 and 430:
do meet this description, however f
Page 431 and 432:
Great Britain have diminished signi
Page 433 and 434:
context as discussed by Apple, 1988
Page 435 and 436:
Reference List Adam-Smith, P. (1984
Page 437 and 438:
Burgmann, V. (1993). Power and prot
Page 439 and 440:
Denzin, N.K., & Lincoln, Y.S. (Eds.
Page 441 and 442:
Editorial: Deconstructing the loony
Page 443 and 444:
Gramsci, A. (1971). Selections from
Page 445 and 446:
Hughes, R. (2005). The culture of c
Page 447 and 448:
MacIntyre, S. (1993). The Oxford hi
Page 449 and 450:
Parents and Friends Association. (n
Page 451 and 452:
Spaull, A.D. (1982). Australian edu
Page 453 and 454:
Wodak, R., & de Cillia, R. (2006).
Page 455 and 456:
Appendices 441
Page 457 and 458:
Appendix A: Contexts A1.1 Introduct
Page 459 and 460:
the commencement and proliferation
Page 461 and 462:
America, Germany, Japan, Canada, Un
Page 463 and 464:
the inclusion of critical literacy
Page 465 and 466:
...draws attention to particular te
Page 467 and 468:
Major shifts in the history/culture
Page 469 and 470:
A1.5 Key Dates Establishing History
Page 471 and 472:
he designed for himself in a paddoc
Page 473 and 474:
studies, civics or History, this re
Page 475 and 476:
what has gone before us. I think we
Page 477 and 478:
commitment to co-operate to address
Page 479 and 480:
debates as played out in Australia.
Page 481 and 482:
The attack on teachers was launched
Page 483 and 484:
Australia take a history subject. A
Page 485 and 486:
for people in other places and time
Page 487 and 488:
the last 30 years...Likewise the te
Page 489 and 490:
Participating in Anzac Day activiti
Page 491 and 492:
It is unlikely that self-proclaimed
Page 493 and 494:
stance towards history curriculum d
Page 495 and 496:
Howard’s intentions, adding, “M
Page 497 and 498:
more likely scenario is that histor
Page 499 and 500:
consciousness through the media of
Page 501 and 502:
exercise as being deliberately prov
Page 503 and 504:
authors bite the bullet and stipula
Page 505 and 506:
Thank you. Your newspaper’s expos
Page 507 and 508:
Criticising the proposed management
Page 509 and 510:
Of significance here is Goal 2 of t
Page 511 and 512:
oth the Liberal party Prime Ministe
Page 513 and 514:
specialist skills. A summary of fou
Page 515 and 516:
Unfortunately and as similarly expe
Page 517 and 518:
unnecessary binary and at times sti
Page 519 and 520:
Appendix B: Textbook Annotated Bibl
Page 521 and 522:
Appendix C: Preliminary Data Analys
Page 523 and 524:
Written text: Paragraphs and Pages
Page 525 and 526:
(p. 115) Passage 9: (p. 159) 511 Th
Page 527 and 528:
The idea of the birth of a nation a
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