11.02.2013
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probably good that this was not case, as C.E.W. Bean states about over-stating any one country’s involvement is more or less to falsify the facts . However, to place this important aspect of Australia’s history, within the section on British History, demonstrates the lasting connection Australia had with GB, given the syllabus this textbook was produced from was instigated in Queensland schools from 1930, 11 years after the end of WWI. The inclusion of Australia’s involvement from the perspective that it was a minor player, is demonstrated in the following statement: “Before narrating events that followed the signing of the Armistice, we must give some attention to the part played by Australia in the terrible conflict that had just ended” (Dunlop & Palfrey, 1932a, p. 105). This passage then goes on to discuss reasons for Australia’s involvement, as “When Britain declared war on Germany on the 4 th August, 1914, Australia, as part of the Empire, also was at war. The response made by the Commonwealth...was instant and remarkable” (Dunlop & Palfrey, 1932a, p. 105) This statement is then supported by describing the actions of two political leaders. First, the then-Prime Minister, “...Joseph Cook, sent a cable to the British Government offering the whole of the ships of the Australian Navy and 20,000 soldiers, for any ser-[end p. 105] vice that the Empire might require” (pp. 105-106); and Andrew Fisher, who was also a Prime Minister during WWI, “...declared that Australia would support the Mother Country “to the last man and the last shilling” (Dunlop & Palfrey, 1932a, p. 106). Both these descriptions are included in order to illustrate Australia’s loyalty to GB. There is no mention of any dissenting views, such as those from Archbishop Mannix, a prominent dissenter of the time. Discourses of Conscription Note: Link this closely with the dissenting public discourses that surrounded the failed referenda. Also see how it is brought up in the 1960s-70s era, considering the issues of conscription surrounding the Vietnam War. A very complex issue in Australia’s post-Federation history is the topic of conscription, yet it is described only very briefly in this textbook, with the description: “No man was compelled to join the army. In 1916, and again in 1917, the people of Australia were asked to vote whether there should be conscription—that is, whether men should be forced to become soldiers and serve outside the Commonwealth. The majority of electors voted against conscription” (Dunlop & Palfrey, 1932a, p. 106). Here, the rejection of conscription is not contextualised to any broader socio-political activities or people of the time, instead it is put forth in a very matter-of-fact way. It is difficult to gauge the view of the curriculum on this matter, it is so devoid of detail. It is curious why more attention was not paid to the debates and referenda over conscription, given that the referenda for Federation is explained in significant detail, with opposing views presented, and detailed results; in the same textbook (see, in particular, Dunlop & Palfrey, 1932a, pp. 52-54). Discourses of nationhood. Although often mediated through the experience of GB, there are sections of the textbook whereby the discourse of a nation independent is put forth, separate from needing to defer to GB. Here, specific words are used such as, “magnificent heroism”, “fortunes” and “General Birdwood commanded the Anzacs” (Dunlop & Palfrey, 1932a, p. 110) articulates the beginning of an emergence of an Australian-ness, hitherto not seen in the textbooks outside of an interior context (eg, exploration, ‘the bush’). Whilst in the examples of words provided above are only minor, later this developed into a stronger argument, and as evidenced from the extract below (Dunlop & Palfrey, 1932a, p. 159) WWI is overtly attributed to Australians creating a sense of nationhood, from the perspective of patriotism. Here, nationhood is attributed not to a separation of Australia from the emotional ties to Great Britain, but rather because all the separate states (which only two decades previously had been separate colonies) became closer as a result of a unifying event. Of this, the textbook describes: “It has been said that the Great War made Australia a nation. Before 1914, the majority of Australians were inclined to think of themselves as Queenslanders, or Victorians, or Tasmanians, and so on, rather than as Australians. The war changed that” (Dunlop & Palfrey, 1932a, p. 159). The connection to GB is still maintained, and a quote from Henry Parkes, widely regarded as the ‘Father of Federation’ (he dies before Federation occurred, but did a lot to support and grow the movement beforehand) is used to maintain the Australian connection to GB, by including: “The sacrifices made by every part of the Commonwealth in the terrible conflict made Australians realize more fully the meaning of Sir Henry Parkes’ historic phrase, “the crimson thread of kinship runs through us all,” and formed a tie that bonds. So, on the one hand Australian states came together to form a nation, but the ‘Britishness’ of Australians was also maintained. The excerpt in its entirety reads: 512
The idea of the birth of a nation as a result of Australia’s participation in WWI is given further weighting by the following passage from the textbook (Dunlop & Palfrey, 1932a, p. 115): Here, due to participating in WWI, alongside GB, Australia (along with NZ) is legitimized as an independent nation, with a day for commemoration declared as a consequence of arriving at “...Gallipoli under a storm of shot and shell they established for themselves a reputation for valour, sustained and made imperishable by later deeds in France, Syria, and Palestine” (Dunlop & Palfrey, 1932a, p. 115, emphasis added). The perspective here is that it is through military deeds that nationhood and pride is established. Although not articulated overtly, the word choice of “valour” and accompanying poem at the end of the narrative legitimize this nationhood, that is still however part of GB, with the textbook finishing the narrative of Gallipoli with: “The 25 th of April is Anzac Day. On this day in the Commonwealth and the Dominion of New Zealand we pay homage to our heroic dead, who went forth voluntarily to save our hearths and homes and the free institutions of the British Empire. “On Fame’s eternal camping ground Their silent tents are spread, And Glory guards with solemn round The bivouac of the dead.” (Dunlop & Palfrey, 1932a, p. 115) 513
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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
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Source 7.73. Treaty of Versailles e
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The Australian government realized
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Task 41: Australian foreign policy
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enemy threatening to invade our sho
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following statement: “Political l
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“doomed to failure”; “finally
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So strong are the stories of the Ga
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Moving beyond a simplistic discours
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Nationalists, opposed to the Britis
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This demonstrates the importance Gr
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entered mainstream public conscious
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explains the purpose of including T
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Source 7.95. “Pupil information s
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terminology of European is stated w
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7.23.6 Representations of British h
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406
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findings of the analysis through ar
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curriculum in such a way that the h
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(and at times former dominant disco
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natives and often gave them present
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finite and ‘true’. In particula
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understanding? This last point is o
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420
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and functional perspectives on time
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Collins, C., & Knight, S. (2006). E
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Department of Public Instruction. (
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Fiske, J., Hodge, B., & Turner, G.
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Henderson, G. (2008b, August 12). N
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Kitson, J. (Interviewer), & Malouf,
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Melleuish, G. (1998). The packaging
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Roberts, M. (2004). Postmodernism a
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van Leeuwen, T. (2001). Semiotics a
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440
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442
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particular, this includes taking on
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The mapping of these debates conclu
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A1.1.4 Terminology. The term histor
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The similarities of the debates acr
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over...an overrun of divisive multi
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political cartoon satirist, Peter N
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A1.5.1 April 23, 1993: Geoffrey Bla
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After an initial furor, this curric
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A1.5.4 October and November 1996: J
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I take a very different view. I bel
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history/culture wars in the public
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parallels between ideologies presen
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into “politically correct new age
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Root and branch renewal of history
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Further in his lecture, Manne then
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Throughout the years that the histo
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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
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“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
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The politicisation of the curriculu
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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
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Language used by opponents of the c
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invades school curriculum” (Lane,
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504
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506
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Appendix D: Sample Data Analyses Ti
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(p. 110) Passage 6: (pp. 110-111) P
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Overall, a very unemotional account
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