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How can we formulate historical questions that lead to more integrated ways of thinking about issues? Rather than separating gender issues and asking specific gender-related questions, how can investigations be approached in a way that draws on the perspectives of gender groups? |
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Integrating perspectives is an attempt to overcome bias in viewing situations and drawing conclusions. Bias develops when we take a narrow look at a particular issue. Analysing problems and issues from a range of viewpoints is the objective of working with perspectives. |
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So, how do we gather evidence of the diversity of views held by different gender groups in relation to an event such as Federation? Much of what marginalised groups thought, felt and did – expressed from their particular viewpoints – went unrecorded in the past. It naturally follows that much of recorded history is biased. |
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Analysis focusing on perspectives, then, requires us to integrate current knowledge and awareness of situations involving marginalised groups – the voices generally unrepresented in the media and public life – in contemporary society. |
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The questions we ask are often a key to accessing perspectives. Questions initiating an inquiry reflect the outlook (or perspective) on the investigation – signalling the likely direction an investigation will take. Several inquiry questions in the History syllabus focus on political processes at the beginning of the 20th century. Crucial to understanding processes is knowledge of those included and those excluded from these discussions.
Questions that focus on who was involved – and how representative groups benefited from participation – can illuminate our understandings of the power of men and women bring to Australian politics a full century on from Federation.
How and why did Federation occur?
Analysing this question in relation to gender evokes the question: Who was involved in the processes leading to Federation? For example, who contributed to the Federation debates, who attended the conferences and meetings, who was represented in the official party on the day of Federation celebrations? Furthering the inquiry, we could ask, What were participant groups trying to achieve? For example, what did those in attendance contribute or say, what roles did they perform, what benefits did their group receive as a result of their involvement? Questions such as these contribute to examining the how and why of Federation – the influence people exerted on developments in society.
Ultimately, citizenship learning that assists students to work within current social and political systems needs to focus on how the processes that led to Federation worked to the advantage of certain groups and the disadvantage of others.
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| Click the icon to listen to various points of views |
| Another approach to integrating gender perspectives is to ask people of different gender groups how they view a particular issue. Go to the discussion forum to hear a range of perspectives – including gender, Aboriginal, cultural, socioeconomic – on the meanings and practices associated with heritage. King Fong provides a cultural perspective on the developments occurring at the time of Federation – and contrasts the political opportunities for Chinese people at the end of the century with those at the time White Australia was implemented. |
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