Home / NEWS, CURRENT AFFAIRS & FEATURES / The Banality of False History having its effects upon Curriculum
The Banality of False History having its effects upon Curriculum

The Banality of False History having its effects upon Curriculum

Russell Crowe's The Turkish Diviner

For those who have been following the “Anzac Myth” which has been woven by the Russel Crowe film “The Water Diviner”, we are now beginning to see the results of fantasy being passed off for history. The following article relates one in a growing number of incidences that are occurring across Australia, whereby the aforementioned film is now being used and taught as legitimate and actual history. And we might add, that given the tensions that are growing over territorial waters in the Aegean and questions over national sovereignty, such a film adds fuel to those tensions as Turkey recently has made further claims upon the Greek islands, particularly due to the presence of substantial oil and gas reserves that could bail Greece out of its crisis 20 times over.

As a Secondary school teacher myself, it is disturbing that someone within our own profession, utilizing a mythical film and asserting its authenticity for teaching history, is a serious crime against a student’s right to learn, search for the truth, and to cultivate their analytical skills. Yet, this faux pas tends to reflect the dire situation within Australia’s state and national educational systems, whereby there are many teachers of a high caliber, experts in their methods of teaching with considerable experience, who are unemployed, while charlatans and ignorant youths are securing teaching jobs within schools because of their lower salary rates. What is more, the damage created by this situation will worsen with time and be seen in future, as the students of today will be the leaders of tomorrow, who will not be culturally, socially or historically aware of the world they live in and make serious mistakes, particularly if they become national leaders or prominent businessmen. Anyway, enough said, the article is as follows:

Teacher scolding students


According to certain teachers in Melbourne, who are using The Water Diviner as a historical example when commemorating the Gallipoli events

28 Apr 2015 – Neos Kosmos Newspaper

Nelly Skoufatoglou

Nelly Skoufatoglou

A teaching gaffe while commemorating the Anzac centenary had parents of Greek descent seeing red, as their kids returned home questioning their national identity, some even feeling sorry they were Greek.

Unfortunately, as it turned out, this wasn’t a one-off incident.

“I need some help and advice. Yesterday my son, who is in grade 6, came home and told me that they were studying Gallipoli,” a frustrated mother wrote on Facebook.

“He told me that his teacher considered Mustafa Kemal a hero – as portrayed in the Russell Crowe movie last night – and that he got the Greeks out of Turkey.”

“His teacher also said that the Greek islands were Turkish and that the Greeks invaded and took them over,” was the first post that sparked a storm of comments and discussion in Greek Australian Facebook groups.

More parents were moved to share similar experiences, where the true historical facts regarding Gallipoli were set aside, and The Water Diviner was used as a springboard to discuss the Anzac history. The Assyrians, Armenians and Hellenes were presented as invaders of the Anatolian lands, even though they had been the area’s indigenous inhabitants, peacefully co-existing, thousands of years prior to the Turkish invasion. Not mentioning the Armenian genocide or the Asia Minor Christian Hellenes that were murdered is a huge omission in the film, which according to historians is portraying a story based on a breathtaking lack of factual evidence.

“Constantinople (Istanbul), as the students were reportedly told, is also Turkish according to the movie they were prompted to watch,” another mother tells. The story told by the film was presented as valid during an argument with a Greek parent who replied to Neos Kosmos.

“The teacher listed as an argument the fact that the co-writer of the screenplay, Andrew Anastasios, is of Greek descent, basing his story on a relative’s memoir,” the father stresses.

Parents started researching for valid information based on actual historical events to email the teachers and schools, proving the genocide of hundreds of thousands of people – Greeks, Armenians and Kurds.

“I don’t want to attack the teacher, as my son appreciates her and thinks highly of her,” a mother says.

“My wish isn’t to shame anyone. I have already addressed the school presenting historical facts, waiting for an answer.

“My son fears he will be embarrassed if I confront his teacher,” she adds.

Emotion took over many Greek parents worried that the misleading teachings of uninformed or biased educationalists would significantly affect their children’s views regarding their national identity.

Several immigrant parents, who in the eyes of their children do not hold the same education standards as their teachers do, were unable to shake-off their children’s disbelief towards their side of the story.

The Greek community is heavily concerned by the frequency of predicaments involving teachers who choose to refer to movies and fictional interpretations in class, disregarding the guidelines of accuracy and the myriad of valid information out there which has been approved by the Ministry of Education and historians worldwide.

In another incident – once again related to Gallipoli events which took the lives of thousands of Australians and New Zealanders – the Greeks were presented as ‘Satan’s Army’, as they are referred to by a character in the film.

“It was mentioned that the Greek nation has throughout history been trying to invade and suppress neighbouring countries,” notes a member of the Greek Australian group. A comment, followed by a worrying correlation.

“At some point Greece’s staggering financial state was mentioned in class, highlighting how ‘living off other nations’ struggles and capital’ will end.”

Lest we forget … Russell Crowe himself said that with this film, he sought “to expand his mythology”.

In any case, teachers ought to be able to discriminate between stories that evolve around fantasy presenting an implausible line of events that do not abide by the history of the Great War or any archaeological evidence for that matter. A fictional film, regardless of how emotional or artistically immaculate it may be, cannot by any means replace a documentary and shouldn’t be presented as such, especially by school teachers.

*The names of the parents and schools have been withheld following requests to Neos Kosmos to protect the identity of the students involved.


About Mode of Life

Leave a Reply

Your email address will not be published. Required fields are marked *