Question 1: Scates et al (p. 526) mention the term ‘post-memory’ concerning Anzac Day.
What do you think they mean by this term and how do you think it will affect both the memory and commemoration of Anzac Day in Australia?
The term post-memory explains the memories of the ordinary people experiencing the Anzac Day. Anzac day is a national day of remembrance in New Zealand and Australia that mainly commemorates the Australians who served or died in all wars, conflicts, and peacekeeping operations. However, today there are no major memories since the inherited remembrances are collective and indirect (Scates et.al 2015 p.326). As such, the post memories depend on personal experiences of the War II combatants as well as recent conflicts in Afghanistan. This has consequently destabilized the memories of Gallipoli which defines the Anzac remembrance and memories. Anzac Day memories and celebrations today depend on mixed meanings while displaying complex ideas. There are often many values that are attached to mateship that include self-sacrifice and bravery in the service of others. Today’s experiences in commemoration of Anzac id linked to individual and public memory.
Question 3: Anzac Day at Home and Abroad’ wonders whether the teaching of war in both secondary and tertiary education is turning national memory into a ‘propaganda tool’ to support the war, or whether it is ‘fostering a spirit of critical inquiry and awareness of the cost of human conflict’ (pp. 528-529)
Which side of the debate do you side with and why?
Various factors should be considered when answering the question whether the teaching of war in both secondary and tertiary education is turning national memory into a ‘propaganda tool’ to support the war, or whether it is ‘fostering a spirit of critical inquiry and awareness of the cost of human conflict(Scates.et.al 2012 p.529). To study war is not to condone it. The teaching of war enables one to acknowledge the facts of the event using the resources that are available to us. Ideally, the teaching of war has projected an inquiry and awareness of the cost of human conflict in a significant way. The teaching of wars enables learners to understand the war and how it fosters nationalism as well as entrenching the Australian values.
Question 3: Has Australian history been militarized? How has battlefield tourism impacted the commemoration of Anzac Day?
Battlefield tourism has offered the Australians that are related to soldiers who participated in the Gallipoli a chance to heal and reconcile with the past. It has also offered the tourists a place to learn more about the involvement of Australians in World War I. Battlefield tourism has also enabled Australians to commemorate the heroism of the Australians which makes also creates and cultivates on the aspect of nationalism (McKay 2012 p.10). Battlefield tourism has also been able to highlight the complexities in understanding the foundations of ANZAC Day as well as many meanings that this day holds among the Australians.
Responses to Darcy Direen,
It is agreeable that without first-hand information about the Anzac day, it is difficult to comprehend the meaning and experiences of the Anzac day among many Australians. Due to the lack of first-hand accounts of the Gallipoli many experiences of the war have been distorted. It is also agreeable with Darcy Direen that to study war is not to condone it but helps in understanding the course of the war while providing comprehensive answers as to what were the causes, impacts, and how the war shaped Australian character and spirit of nationalism. Therefore teaching war in secondary and tertiary institutions is not wrong. Battlefield tourism, on the other hand, has helped revive memories and healing from wars. It has also helped shape the national identity of the Australians.
Responses 2:
It is agreeable that post memories help to capture the complex memories of ordinary people experiencing Anzac Day. The complexity in creating postwar memories rests on the fact that many of the Australians do not have first account information about the war. Due to a lack of first-hand information, many accounts of Gallipoli have been distorted. The teaching of war helps in creating a sense of belonging as nationalism and identity through the contested memory of war are highlighted. It also shapes the character of the Australians and the project the image of Australia. Battlefield tourism, on the other hand, has helped in creating memories of the war as well as shaping the identity of nationalism.
References
McKay, J 2012, ‘A critique of the militarization of Australian history and culture thesis: the case of Anzac battlefield tourism’, PORTAL: Journal of Multidisciplinary International Studies, vol.10, no.1, pp.1-19. DOI: 10.5130/portal.v10i1.2371.
Scates, B et.al 2012, ‘Anzac Day at home and abroad: towards a history of Australia’s national day’, History Compass, vol.10, no.7, pp. 523–536. DOI: 10.1111/j.1478-0542.2012.00862.x.