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The hidden historiography of migration and Australian schooling

The hidden historiography of migration and Australian schooling Despite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.Design/methodology/approachTwo foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.FindingsThese texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.Originality/valueInstead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

The hidden historiography of migration and Australian schooling

History of Education Review , Volume 48 (2): 14 – Nov 11, 2019

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0819-8691
DOI
10.1108/her-08-2019-0032
Publisher site
See Article on Publisher Site

Abstract

Despite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.Design/methodology/approachTwo foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.FindingsThese texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.Originality/valueInstead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.

Journal

History of Education ReviewEmerald Publishing

Published: Nov 11, 2019

Keywords: Catholic and state schooling; Historiography of Australian education; Migration and colonialism; Settler colonialism

References