Abstract
The conclusion to the work assesses the overall import of the argument. It fleshes out critical questions on the nature of Britishness as it evolved from the World War II years through the 1970s in Ontarian and Victorian textbooks. In both cases studied for the project, Britishness was abandoned in favor of a multicultural approach by the late 1960s and into the 1970s. The challenging process in which this transition took place indicates a shared experience with important ramifications for understanding the British world in the twentieth century.
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Notes
- 1.
Ministry of Education, The Formative Years: Circular P1J1 Provincial Curriculum Policy for the Primary and Junior Divisions of the Public and Separate Schools of Ontario, 1975, 23.
- 2.
For a Canadian example, see José Igartua, The Other Quiet Revolution (Vancouver: UBC Press, 2006). For an Australian example, see David Goldsworthy, Losing the Blanket: Australia and the End of the British Empire (Victoria: Melbourne University Press, 2002).
- 3.
R.D. Gidney and W.P.J. Millar, “The Christian Recessional in Ontario’s Public Schools,” in Marguerite Van Die, ed., Religion and Public Life in Canada: Historical and Comparative Perspectives (Toronto: University of Toronto Press, 2001), 288.
- 4.
Michael Bachelard, “Backlash as God Forced into Schools,” The Age, March 27, 2011, http://www.theage.com.au/victoria/backlash-as-god-forced-into-schools-20110326-1cb7c.html.
- 5.
Ken Montgomery, “Imagining the Antiracist State: Representations of Racism in Canadian History Textbooks,” Discourse: Studies in the Cultural Politics of Education, 26, 4, 2005, 427–442.
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Jackson, S. (2018). Conclusion. In: Constructing National Identity in Canadian and Australian Classrooms. Britain and the World. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-89402-7_8
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