CR181 History Posts - Sustainability

    Retrieved from Leo (2013)

This image taken during an ANZAC Day march produces many questions about how Australian history will continue to be sustained through British Imperialistic and nationalistic visions. ACARA states that teaching sustainability “will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable patterns of living” (ACARA). When assessing the photograph students will need to determine what elements and issues in Australian history are raised in piece.

Immediately we are drawn towards the patriotism oozing from the crowd as they cheer and thank former soldiers from Australia’s past campaigns. What the image first reveals is Australia’s continued sense of patriotism felt by ANZAC Day and the Gallipoli legend. Instead of being sombre and restrained, the crowd are waving their national flag in great excitement. At this point the ideology of Gallipoli being the birth of a nation creates a feeling of patriotism as ‘diggers’ march by the crowd fanatically waving  Australian flags. In the photograph the flag presents itself as a nationalist icon and starts to construct a view of history that does not represent all Australians. The ANZAC spirit and ‘Birth of a Nation’ ideology mixed with the Australian flag only represents a white European’s Australia. The crowd celebrate the birth of their nation through only white history; they do not recognise the tens of thousands of years in which Indigenous people lived solely, on the land.

 Amongst the crowd there is a cross section of age but not race. Young children to elderly woman line the pavement with no mix of non-Anglo citizens. The marching ex-servicemen are all of a white European appearance, despite the fact that many non-white European men and women served and continue to serve in the Australian armed forces. A comparative photo of a Remembrance Day march in Britain shows many similarities to the ANZAC march photograph, the most important in terms of British influence on Australian history is the presence of the Union Jack. 

       Retrieved from http://www.imagesbythehamiltons.com/photoblog20.htm

All three images contain the Union Jack, this symbolises the British Imperialism over indigenous history and neo-cultural diversity. These three photographs, when crossed with the ACARA aim to educate students to recognise patterns of sustainability in a global context, present students with an understanding of importance to look beyond nationalism and patriotism. Students will learn that sustainability in history can be deceptive and one sided. There are multiple narratives in history; if only one is presented then alternative histories cannot be sustained.  

References

Image [n.d]. Retrieved from http://www.imagesbythehamiltons.com/photoblog20.htm

Australian Curriculum Assessment and Reporting Authority. (2013). Cross-curriculum priorities. Retrieved from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Leo, R. (2013). Lecture : Whose Australia is it anyway [Powerpoint slides]. Retrieved from CR181H, Christian Heritage College, Moodle: http://chc.moodle.com.au/course/view.php?id=231

CR181 History Posts – Asia and Australia’s Engagement with Asia

With Australia already being and becoming an ever more culturally diverse nation it is important that Australian school students understand the contribution that Asia has played in this diverse country and what part Australia play’s and will play within Asia’s future. The Australian Curriculum, Assessment and Reporting Authority (ACARA) have outlined a cross-curricular priority that focuses on Asia and Australia’s engagement with Asia. The first sentence in ACARA’s outlined statement aims to educate students about the “diversity within and between the countries of the Asia region. Reflecting upon the Introduction to History (CR181) course at Christian Heritage College one image in particular represents exactly what ACARA has aimed to achieve.

 Retrieved from Leo (2013)

This image taken from Leo, (2013), presents five young girls of Asian descent proudly wearing Australian flag Hijabs. Students will have to delve into many questions regarding the diverse culture portrayed in this photograph, as well as seeing past stereotypes that have formed the Australian conception of ‘what does an Asian look like’. 

Firstly, not all of Asia is south and east of China; India, Iran, Sri Lanka and many more sub-continent and Middle Eastern countries are regarded as Asian. These five young girls, on appearance, are from Middle Eastern countries, therefore they are Asian. Secondly, it is important to highlight to students that these girls have made the choice to acknowledge a part of their culture that is not mandatory by wearing the Hijab. Diversity of cultures within countries has become prevalent and the ACARA aim is starting to be achieved. After a process the photograph has displayed cultural diversity within Australia and its engagement with Asia. 

Pivotal to what the photograph represents is the Australian Flag styled Hijab being worn be each of the girls. This action taken by the girls encompasses many Australian values mixed with cultural heritage.

Freedom – Australian’s often speak of the importance of freedom, by choosing to wear the Hijab the girls have shown the freedom that they feel within Australia.

Patriotism – Like any national flag, the Australian flag has been used as a symbol for patriotism. In the photograph five young and proud Australian’s display their patriotism through their new country’s national symbol.

           Cultural diversity/heritage – Just as the singlet or a pair of thongs has formed a cultural identity of Australians, the Hijab has become the symbol for Muslims. Sadly in the western world, especially Australia, the Hijab has become a symbol of oppression. Liz Conor (2005) suggests that the discriminatory ideology that some Australian’s hold for the traditional head scarf is because of the feministic expression and liberation of Australian women’s more revealing fashion. However, what is represented in this particular photograph is that the five girls are proud of the culture and are free to express themselves as Australian Muslims.

          An exploration into the image provides students with the “knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia,” (ACARA, 2013), just as ACARA states in imperative for Australian curriculum. 

References

Australian Curriculum Assessment and Reporting Authority. (2013). Cross-curriculum priorities. Retrieved from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Leo, R. (2013). Lecture 12 – The immigration question [Powerpoint slides]. Retrieved from CR181H, Christian Heritage College, Moodle: http://chc.moodle.com.au/course/view.php?id=231

Conor, L. (2005, September 9). Hijab means different things to Westerners and Muslims. The Age. Retrieved from http://www.theage.com.au/news/opinion/hijab-means-different-things-to-westerners-and-muslims/2005/09/08/1125772644239.html

Islamic Myths. (2013). Retrieved from http://islamicmyths.wordpress.com/2008/01/06/hijab-is-not-a-compulsion-of-islam/

Wideblue19899. (2007, July 25). Asianisation of Australia [video file]. Retrieved from http://www.youtube.com/watch?v=Mo07_YajUug

CR181 History Posts – Aboriginal and Torres Strait Islander Histories and Cultures

Retrieved from Leo (2013).

This cartoon was drawn in response to the then Prime Minister, John Howard’s 2001 election campaign policy speech. At the time Australia was gripped in debate over Asian refugees seeking to land on Australian shores without permitted visas. The tone of the speech was very autonomous suggesting that the government had exclusive rights to the land. What this cartoon does it present an alternative viewpoint to the infamous words spoken by Howard, reversed and quoted in the Aboriginal elder’s speech bubble. ACARA has set clear instructions for its cross-curriculum priorities, one of which is to have “all learners deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures” (ACARA, 2013). Not only does the image recognise the Aboriginal people as the first people of the land, it also raises the debate over reconciliation, Terra Nullius and the Wik decision, all of which will deepen the knowledge and understanding of Aboriginal culture and longevity within students.

Land rights and immigration are the two central focus points of this particular cartoon. Prime Minister John Howard, Minister for Immigration, Multicultural and Indigenous Affairs Phillip Ruddock and Deputy Prime Minister/Leader of the National Party Tim Fischer are all in a boat attempting to land. Three aboriginal men, including one elder declare that the land (Australia) is there land, and that they decide who can and cannot come in. Howard, Ruddock and Fischer are depicted because of their stance on immigration, reconciliation and native title land rights. Ruddock was obviously a figure very much in the spotlight because of the folio he held as Minister and the Wik decision greatly impacted on Tim Fischer as many of his constituents were rural, white farmers afraid to lose their land and property to native title ownership rights.

Such a contemporary viewpoint of how the Indigenous people may have greeted Captain Cook, represented by Howard (see image 1), reflects the feelings of Aboriginal and Torres Strait people in the year 2001. In 2000, as the centenary of federation neared, the topic of reconciliation was at its most pivotal moment. Aboriginal and Torres Strait Island people united with many non-indigenous crowds to make clear their stance for reconciliation and the request for an apology. In an incredible display of pride, strength and resilience, a reconciliation walk over the Sydney Harbour Bridge was organised. The cartoon presents strength and resilience within the contemporary Indigenous culture, ACARA requires the same elements to be taught in their Aboriginal and Torres Strait cross-curriculum priority; “Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient,” (ACARA, 2013). 

Image 1) The Landing of Captain Cook at Botany Bay 1770

Image 1 provides the evidence for how the cartoon has depicted John Howard as Captain Cook. The Landing of Captain Cook at Botany Bay dresses Cook in his British Naval uniform, Cook is the only settler dressed in a captain’s uniform. In the cartoon Howard is dressed exactly the same and even strikes a similar pose with one leg forward and bent at the knee.

References

Australian Curriculum Assessment and Reporting Authority. (2013). Cross-curriculum priorities. Retrieved from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Australian Politics. (2013). John Howard’s 2001 election policy speech. Retrieved from http://australianpolitics.com/2001/10/28/john-howard-election-policy-speech.html

Leo, R. (2013). Lecture 8: Invasion or Settlement – Resistance [Powerpoint slides]. Retrieved from CR181H, Christian Heritage College, Moodle: http://chc.moodle.com.au/course/view.php?id=231

Queensland Government. (2013). The wik decision and after, 1997. (Research Bulletin no. 4/97). Retrieved from http://www.parliament.qld.gov.au/documents/explore/ResearchPublications/researchBulletins/rb0497bs.pdf

ReconciliationAus. (2011, September 6). Bridge walks compilation [video file]. Retrieved from http://www.youtube.com/watch?v=c7bs_zdthsc

The landing of captain cook at botany bay 1770 [Image] (n.d). Retrieved from http://foundingdocs.gov.au/enlargement-eid-23-pid-34.html

The native title revolution. (2013). Retrieved from http://www.nfsa.gov.au/digitallearning/mabo/tn_01.shtml