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This article offers a critical exploration of social studies textbooks and allied curriculum materials used in New South Wales primary schools between 1930 and 1960, and of the way in which these texts positioned, discussed, and assessed Aboriginal Australians. With reference to European commitments to Enlightenment philosophies and social Darwinian views of race and culture, the author argues that Aboriginal peoples were essentialized via a discourse of paternalism and cultural and biological inferiority. Thus othered in narratives of Australian identity and national progress, Aboriginal Australians were ascribed a role as marginalized spectators or as a primitive and disappearing anachronism.

In 1974 Kanawha County, West Virginia witnessed one of the most violent textbook wars the USA has seen. The paper chronicles the direction of the dispute identifying key issues, protagonists and ideological positions; this is followed by an analysis ofcore protester motivation and intention focusing around the embryonic emergence of Christian fundamentalism and the politics of Conservatism. This is placed within the context of Gramscian notions of hegemonic and counter-hegemonic struggle (Gramsci 1971), the construction of moral panic (Cohen 1972) and authoritarian populism (Hall 1988) as organising ideas. Finally, the paper reflects upon how the Kanawha incident offered a template for the subsequent development of an articulated Christian fundamentalist and political right-wing counter-hegemonic movement aimed at dominating educational policy agendas in the USA.

This paper analyses the manner in which the 1937 Nanjing massacre is presented and interpreted in Chinese history textbooks and teacher guides for high school pupils. The paper explores the manner in which the construction of a narrative discourse of historical memory in China is powerfully linked to contemporary notions of identity, patriotic and nationalist education in amanner that reflects core ideological, political and social challenges inside China and in its relationships with its Asian neighbours. The paper discusses the notion of school textbooks as ideological discourses and analyses the pedagogical discourse of Chinese history education, this is placed within a context framed by the political and ideological construction of history education in China and the manner in which recent history teaching and public opinion in the People's Republic has reacted to the publication of a history school textbook in Japan that questions claims of a massacre