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'War on Terror' Discourse in Australia

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'War on Terror' Discourse in Australia USING THE BULLY PULPIT: THE CONSTRUCTION OF THE ‘WAR ON TERROR’ DISCOURSE IN AUSTRALIA Kathleen Gleeson Submitted for the qualification of: Doctor of Philosophy 2012 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Gleeson First name: Kathleen Other name/s: Ann Abbreviation for degree as given in the University calendar: PhD (Politics & International Relations 1270) School: Social Sciences Faculty: Arts and Social Sciences Title: Using the Bully Pulpit: the construction of the ‘war on terror’ discourse in Australia Abstract: This thesis makes a contribution to knowledge by providing a detailed analysis of how Australian involvement in the US-led ‘war on terror’ was possible. Research of this kind has become more prolific, particularly with the birth of the field of studies known as Critical Terrorism Studies; however an in-depth study of the ‘war on terror’ discourse in Australia remains outstanding. The thesis seeks to redress this gap. The question being addressed in this thesis is divided into two interrelated parts. Firstly: how has Australia’s ‘war on terror’ discourse been shaped? And secondly: under what circumstances did challenges to the dominant discourse occur? In order to shed light on these questions the thesis uses a genealogical approach combined with the analysis of public discourse using the critical discourse analysis method. The language of then Prime Minister Howard will be the primary focus in this analysis, given that Australia’s involvement in the ‘war on terror’ was very much an elite-led project. Attention will also be paid to the language of key ministers, political opponents and other prominent actors. The voices of those who challenged the dominant discourse will also be subject to analysis in order to shed light on the ways in which discourses are destabilized. The focus of the study will be the time period 2001 until the end of the Howard Government in November 2007. In keeping with the genealogical method, however, consideration is also given to periods of Australia’s history deemed relevant to the discourse. The thesis has three key findings: that the ‘war on terror’ discourse was so dominant because Howard successfully invoked narratives of identity and sovereignty that resonated with his audience. Secondly, that despite this dominance many actors voiced dissent and did so most successfully when they capitalised on inconsistencies within the discourse. This in turn shows that normatively progressive change is possible in difficult circumstances. Finally, the thesis revealed that John Howard used the ‘war on terror’ discourse as a vehicle for the promotion of his reworked narrative of Australia. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). …………………………………………………… …………………………………………… ……….………………... Signature Witness Date The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. FOR OFFICE USE ONLY Date of completion of requirements for Award: Dedicated to the memory of Hannah Taylor Originality Statement ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………….............. Date …………………………………………….............. iii Copyright Statement ‘I hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for a partial restriction of the digital copy of my thesis or dissertation.' Signed ……………………………………………........................... Date ……………………………………………........................... Authenticity Statement ‘I certify that the Library deposit digital copy is a direct equivalent of the final officially approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of the conversion to digital format.’ Signed ……………………………………………........................... Date ……………………………………………........................... iv Abstract This thesis makes a contribution to knowledge by providing a detailed analysis of how Australian involvement in the US-led ‘war on terror’ was possible. Research of this kind has become more prolific, particularly with the birth of the field of studies known as Critical Terrorism Studies; however an in-depth study of the ‘war on terror’ discourse in Australia remains outstanding. The thesis seeks to redress this gap. The question being addressed in this thesis is divided into two interrelated parts. Firstly: how has Australia’s ‘war on terror’ discourse been shaped? And secondly: under what circumstances did challenges to the dominant discourse occur? In order to shed light on these questions the thesis uses a genealogical approach combined with the analysis of public discourse using the critical discourse analysis method. The language of then Prime Minister Howard will be the primary focus in this analysis, given that Australia’s involvement in the ‘war on terror’ was very much an elite- led project. Attention will also be paid to the language of key ministers, political opponents and other prominent actors. The voices of those who challenged the dominant discourse will also be subject to analysis in order to shed light on the ways in which discourses are destabilized. The focus of the study will be the time period 2001 until the end of the Howard Government in November 2007. In keeping with the genealogical method, however, consideration is also given to periods of Australia’s history deemed relevant to the discourse. The thesis has three key findings: that the ‘war on terror’ discourse was so dominant because Howard successfully invoked narratives of identity and sovereignty that resonated with his audience. Secondly, that despite this dominance many actors voiced dissent and did so most successfully when they capitalised on inconsistencies within the discourse. This in turn shows that normatively progressive change is possible in difficult circumstances. Finally, the thesis revealed that John Howard used the ‘war on terror’ discourse as a vehicle for the promotion of his reworked narrative of Australia. v Acknowledgements Many people were instrumental in the creation of this thesis; the following is a non- exhaustive list. Foremost, Anthony Burke, who has not only been an exceptional supervisor from an academic perspective but has also been an invaluable source of support and encouragement. I am especially grateful for his willingness to continue his role as my primary supervisor despite a move to the Australian Defence Force Academy in Canberra. To my cousin Matt McDonald, who provided the inspiration for this research question and has unfailingly offered feedback throughout the project, often at short notice. To Kath Gelber, my co-supervisor up until 2010, who provided great advice and guidance, particularly following Tony’s move off campus. I also wish to thank Murray Goot and Paul Patton who both provided very thorough and helpful information in response to my email queries. A number of friends were very supportive throughout my candidature. In particular Robert Mackie, a friend but also something of a mentor, who has in recent years been singularly responsible for my love of politics and my tendency to think critically. I am especially indebted to him for introducing me to the works of Foucault – a great act of academic gallantry given his own reservations about Foucault’s thought. I look forward to many more years of robust philosophical discussion with him. To Marea Mitchell, Peter Searle and Michael Howard who have all been crucial members of my cheer squad and the source of great intellectual stimulation and encouragement. Finally to my loving family: to my parents for instilling in me a sense of social justice and a general thirst for knowledge; to my siblings for offering support and assistance; and most of all my husband for enduring my many years of full time study and for providing both financial and emotional support throughout.
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