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A fresh twenty-first century look at Australian literature in a broad, inclusive and multicultural sense.
This vivid, multi-dimensional history considers the key cultural, social, political and economic events of Australia's history. Deftly weaving these issues into the wider global context, Mark Peel and Christina Twomey provide an engaging overview of the country's past, from its first Indigenous people, to the great migrations of recent centuries, and to those living within the more anxiously controlled borders of the present day. This engaging textbook is an ideal resource for undergraduate students and postgraduate students taking modules or courses on the History of Australia. It will also appeal to general readers who are interested in obtaining a thorough overview of the entire history of Australia, from the earliest times to the present, in one concise volume.
Contains the scripts of nine colonial plays, each script has been carefully edited or reconstructed from unique manuscripts or rare colonial printed editions.
Reaching back to the arrival of the British in the 1780s, Britain, China, and Colonial Australia explores the early history of Australian engagement with China and traces the development of colonial Australia into an important point of contact between the British and Chinese Empires.
Society, Schools, and Progress in Australia focuses on the principles, methodologies, practices, and measures employed in education in Australia. The book first offers information on historical influences and organization of public education. Discussions focus on local communities and schools, teaching in state schools, administration within states, educational policy, secondary education, geographical and social background, centralization, question of state aid, and background of the education acts. The book then ponders on schools and society, pattern of higher education, and teachers. Topics include economic change, organization of technical education, future development of technical colleges, adult education, diversification of tertiary education, teaching in universities, and reorganization of secondary education. The text examines education and national growth, including changing balance of the federation, social teaching, quality of teachers, aspects of national development, and social change and educational change. The manuscript is a dependable reference for students, teachers, and educators wanting to study the form of education in Australia.
As the debate about an Australian Republic becomes more heated, this first detailed study examines the relationship of the Australian colonies with Britain and the Empire in the late nineteenth century and looks at the beginnings of Australian nationalism.
In a brilliant comparative study of law and imperialism, Lisa Ford argues that modern settler sovereignty emerged when settlers in North America and Australia defined indigenous theft and violence as crime. This occurred, not at the moment of settlement or federation, but in the second quarter of the nineteenth century when notions of statehood, sovereignty, empire, and civilization were in rapid, global flux. Ford traces the emergence of modern settler sovereignty in everyday contests between settlers and indigenous people in early national Georgia and the colony of New South Wales. In both places before 1820, most settlers and indigenous people understood their conflicts as war, resolved disputes with diplomacy, and relied on shared notions like reciprocity and retaliation to address frontier theft and violence. This legal pluralism, however, was under stress as new, global statecraft linked sovereignty to the exercise of perfect territorial jurisdiction. In Georgia, New South Wales, and elsewhere, settler sovereignty emerged when, at the same time in history, settlers rejected legal pluralism and moved to control or remove indigenous peoples.
Since the turn of the twenty-first century, family history is the place where two great oceans of research are meeting: family historians outside the academy, with traditionally trained, often university-employed historians. This collection is both a testament to dialogue and an analysis of the dynamics of recent family history that derives from the confluence of professional historians with family historians, their common causes and conversations. It brings together leading and emerging Australian and New Zealand scholars to consider the relationship between family history and the discipline of history, and the potential of family history to extend the scope of historical inquiry, even to revitalise the discipline. In Anglo-Western culture, the roots of the discipline’s professionalisation lay in efforts to reconstruct history as objective knowledge, to extend its subject matter and to enlarge the scale of historical enquiry. Family history, almost by definition, is often inescapably personal and localised. How, then, have historians responded to this resurgence of interest in the personal and the local, and how has it influenced the thought and practice of historical enquiry?