Faculty of Education - Theses
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ItemEthnocentricity in The school paper, 1896-1939( 1985)This thesis explores the nature of the ethnocentric focus of the School paper from its inception in 1896 to the commencement of World War II in 1939. Although the School Paper was first published in response to an expressed government request that colonial reading material be provided to Victorian pupils, School papers from 1896 to 1907 are dominated by a powerful British influence extending to moral, economic, patriotic and military spheres. The monarchy is the imperial focus. Although proud Australian nationalism is a gradual development, there is already consciousness of a distinct, unique social and environmental milieu. The period is marked by profound respect for Britain, a sense of kinship with America and tolerance for the Arab world; 'coloured' races, including Australian Aborigines, are depicted as being inferior to whites. The years 1908 to the commencement of World War I in 1914 are marked by the strength of the Empire Movement; imperialist propaganda was actively disseminated by the School paper. There is growing awareness of Australia as native land, with its own individual identity, yet still with a filial link to Britain. The School paper. reflects the preparation of children for the coming war. America is looked on with favour and Germany is regarded with some reservation. Coloured races continue to be scorned, except for the Australian Aborigines who, at this time, are accorded a significant degree of respect and sympathy. Australian nationalism was crystallised during the war years from 1915 to 1918, and the Anzac legend became enshrined, assisted by School Paper promotion. Patriotism was both engendered and used by the School paper to raise money for the war effort. From this period there is a decline in the strength of British focus in the School Paper and a shift to imperialism. Although attitudes to white races are generally tolerant, with much forbearance towards Turkish and German enemies, there is coolness towards America, a general disregard of Australian Aborigines, and a persistence of prejudice towards other 'coloured' races. The post-war decade, 1919-1929, marks a flowering of Australian nationalism, with School Papers cultivating pride in Australian literature, art, history, and sporting heroes. Anzac Day and Armistice Day commemorative issues recount for new generations the honour that Australia achieved in war. Although the imperial theme is promoted less aggressively, Australia is still depicted as daughter of the Mother Country, and the Royal Family is regularly presented as both head and symbol of the Empire. Tolerance is extended to Europeans, Irish and Americans, but is witheld from Maoris, American Indians, Africans and Australian Aborigines. School Papers during the Depression years from 1929 to the commencement of World War II reflect a diminution of active Australian nationalism and of British martial content. Concomitantly, imperial sisterhood and internationalism are fostered. The pacifist tone of School Papers of this time sits oddly with the continued promotion of Anzac Day and Armistice Day. Contradictory School Papers messages at this time validate respect and tolerance for other races, yet show quite vicious intolerance of non-whites, including Australian Aborigines. By 1939 the School Papers demonstrate a continued pride in British ethnocentricity, superimposed on which is an Australian nationalism that waxes and wanes in intensity. There is tolerance of a broader range of races, but there remains a cruel arrogance towards the alleged inferiority of 'coloured' peoples; the School Papers was a powerful force in the transmission of these attitudes.
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ItemPerspectives of Asia as depicted in The School Paper (1896-1925)( 1986)The appearance of the first number of the School Paper in 1896 heralded a new era of reading for Victorian school children. It was a local reader with stories, poems and pictures from the Australian point of view. Its first editor, Charles Richard Long, saw the reader as having an important part to play in Australia's nationhood. The School Paper was to impress upon its readers that the greatness and stability of the Empire depended upon the production of a fine type of citizen, fit of body, fit of mind and fit of soul. The character of its readers was to be moulded in the Arnoldian tradition of conduct and service to King and Country. The courageous deeds of the builders of the Empire were recounted with pride especially in their encounters with Asians. The School Paper was to be the chief vehicle in inculcating imperial patriotism and beliefs in military virtue and British character. Charles Gordon, for example, is lionised as a pillar of the Empire who exemplified the spirit of British knighthood in China. However, in depicting his exploits there the School Paper presents a stereotyped account of history to create the legend. Britain's power and prestige were based on the moral conduct and character of Englishmen. British morality was seen as the backbone of civilization. Asia was viewed through ethnocentric eyes. The perspectives of Asia that are examined in detail are confined to Japan and China because of the constraints of a minor thesis. Japan was admired because she was prepared to learn from the West. Her progress was so rapid toward civilization as the word was understood by Western nations that her people were held in esteem for the virtues they displayed. Examples of Japanese courage, patriotism, obedience, politeness, stoicism were favourably depicted and praised. Japanese myths, legends, proverbs and maxims were included because they embodied precepts of wisdom, practical rules of conduct and moral norms that are universally applicable. Readers of the School Paper received a very favourable opinion of an emergent country, willing to modernise and strengthen itself along Western lines to defeat China in 1894 and Russia a decade later. China, on the other hand, was presented less favourably, especially in its relations with England. Britain's aggressive trading and military policies in China were not criticised, but blame was implicitly put on to the Chinese for their reluctance to open up the country' for trade or to ratify treaties. China was considered backward because she was reluctant to modernise herself like Japan and because of her hatred of the foreigner and everything pertaining to him. The School Paper saw the Chinese government in a negative light, unequal to the task of controlling her large population. It gives the impression of how little it knew or cared about why China was at war with the "civilized world" during the Boxer Rebellion. This ethnocentric attitude to China leads to cultural blindness and this is seen in such articles as "How They Do Things in China" where some Chinese customs and practices are viewed patronisingly, if not negatively. This extends to some aspects of Chinese education, and is especially marked in the "Soochow Incident" when Gordon's moral conduct and character are sharply contrasted with the completely unfavourable and negative traits of Li Hung-chang. Despite this, there is respect for ancient China's accomplishments in building the "Great Wall", in having the oldest newspaper in the world, in inventing paper and porcelain. There is admiration for the Chinese practice of the virtues of thrift, obedience and devotion to learning and wisdom. Long did not hesitate to use some aspects of Chinese culture and customs as a basis for his moralizing whenever he saw fit. The perspectives of Asia depicted in the School Paper impress upon its young readers those principles of morality that emphasized the virtues of patriotism, obedience, courage and truthfulness. The question arises as to why this particular kind of moral training was considered important at the turn of the century. There was a growing fear of indiscipline among children of the poorer classes in the school, some of whom were brought up in an environment of criminality and destined for an adulthood of crime. Aware that children's characters were shaped by wider social influences, Long saw the formation of character as the foremost of educational objectives. Through the School Paper Long attempted to introduce systematic non-theological Moral Instruction into all schools. As an ardent Imperialist he constantly reminded his young readers of the virtues that made a good citizen; he taught them the sacredness of the trust committed to them; he inspired them to do their duty to King and Country. What was the assumption underlying the emphasis on character development? It was the belief that success of the Briton among Asians was due to character; to the Briton's belief in himself and in the superiority to the man of the Eastern world. The existence of the Empire and all that it stood for, to its own citizens and to the world at large, was in danger of being broken up, and should the Empire fall, the interests of Australia would be at stake, as Australians security abided or vanished along with Britain's. By emulating the lives of the best British men and women, Australian children would be helping to make the Empire strong in the best kind of strength, the strength that comes of high character.
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ItemAn exploration of the influence of the theories of Maria Montessori on education in state schools and free kindergartens between 1912 and 1930 in some states of south eastern Australia, with special emphasis on Victoria( 1987)While Montessori's theories appear to have had greater influence and official support in the state schools of New South Wales and in the kindergartens of South Australia, the extent of her influence in Victoria is not widely discussed in educational literature. This thesis tries to examine the ways in which Montessori's theories affected educational ideas and practices in Victorian state schools and free kindergartens between 1912 and 1930. Some comparison is made among the states of South Australia, New South Wales and Victoria as to the extent and reasons for the differing degrees of influence Montessorian ideas exerted over the educational developments in the three states. It is suggested that Montessori's ideas did influence the attitudes of some educators in Victoria but that lack of finance and over-crowding in classrooms prevented the implementation of a Montessori programme. The lasting effect of Montessori does not seem to have differed greatly in the three states.