Education to Secure Empire and Self-Government: Civics Textbooks in Australia and Aotearoa, New Zealand, from 1880 to 1920

Autor/in	Kusabs, Julian Rawiri
Titel	Education to Secure Empire and Self-Government: Civics Textbooks in Australia and Aotearoa, New Zealand, from 1880 to 1920
Quelle	In: History of Education Review, 52 (2023) 2-3, S.85-98 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kusabs, Julian Rawiri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-8691
DOI	10.1108/HER-12-2022-0036
Schlagwörter	Foreign Countries; Civics; Citizenship Education; Textbooks; Textbook Content; Textbook Bias; Discourse Analysis; Political Attitudes; Political Influences; Indigenous Populations; Colonialism; National Security; Educational History; Australia; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Lehrbuchkritik; Diskursanalyse; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Sinti und Roma; Kolonialismus; National territory; Security; Staatsgebiet; Sicherheit; History of education; Bildungsgeschichte; Australien; Neuseeland
Abstract	Purpose: Recent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Maori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses. Design/Methodology/Approach: This discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation. Findings: The sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic "threats". They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of "security" against "native rule" and imperial rivals. Originality/Value: Under a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01