The march to nation: citizenship, education, and the Australian way of life in New South Wales, Australia, 1940s‐1960s
Bibliographic record
Abstract
This article probes the dimensions of a newly constructed, modern citizenship within the context of post‐war tensions between a national history that recognised and asserted sexual, racial, and cultural differences and an assimilationist state drive that enshrined one law and one way of life. In particular, I address the question of what we can learn about gender and race relations and their relationship to national identities and citizenship by studying government and educational policies and publications. As recent scholarship on education and citizenship has observed, issues surrounding national identity/identities, citizenship, and education in Australia were critical to state formation from the late 1940s to the 1960s. This research has done much to expand our understanding of the pedagogical and curriculum components of citizenship education and the central role of teachers within the education enterprise. As well, other scholars have informed our understanding of the related processes of post‐war social adjustment of young people. This article draws on a range of theories and perspectives from post‐colonial literature, cultural and performance studies, and critical ‘race’ and feminist theories to analyse the texts and images. A discourse analysis of these documents highlight the complex and competing forms of identity/identities, colonialism, ‘race’, and gender. In particular, I address the following questions: First, what representations of modern young citizens were featured as part of the ‘Australian way of life’ in both state education policies and publications? Second, in what ways were gender and ‘race’ constitutive of Australian citizenship? Third, how do the images and texts in these publications manifest the multiple performances of education in the 1950s and 1960s? Although this study focuses on education reforms, the results of the research speak to wider issues of historical representation, gender, and culture and the complicated relationship between state policy, nationalism, and reform.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".