ENG Section A (RE)

“Fountain pens are difficult aren’t they?” Bank Teller paternalistic commentary, Knowledge/education

1. Demonstrates how the manipulation of powerful positions in societies are used to perpetuate prejudiced ideals against disadvantaged peoples

2. revealing how such an environment intensifies the pervasive weight of pain that shadows the lives of First Nations communities

3. Gladys' own illiteracy acts as a reminder of the trauma faced by her people from assimilation policies

Dolly asserts, “He wanted to take me away. He didn’t understand that I could never leave you. He thought he was some kind of knight in shining armour. And he wasn’t,” Paternalism

1. The metaphor makes clear a contrast between his self-perceived heroism and Dolly’s refusal

2. underscores how paternalism, especially under laws such as the Aboriginal Protection Act of 1909 (HS), even when framed as benevolent, imposes control and diminishes the voices of Indigenous communities.

Nan Dear’s aside, worry for unborn granddaughter “and hospitals is where they take our baby’s away” Assimilation

1. Highlights mistrust, lingering impacts created by immense tragedy of the Stolen generation 

2. Juxtaposition of the exclusive "they" with the inclusive "our"

3. HS: Harrison challenges audiences to realise the lingering impacts and consequences that remain after extreme trauma and the anomalous experiences of Indigenous Australians during the 1950s

“The Aborigine must be absorbed into the community, but how can he be absorbed until he learns to live like us?" Assimilation

1. Inspector creates a barrier between the Indigenous and Anglo-Saxon community, labelling First Nations people as the ‘other’ 

2. Reminds Gladys and Nan of their place in society as second class citizens while paradoxically inviting them into the white community through the promise of ‘Rumbalara’

3. Rumbalara is transitional housing complex established in the late 1950s for Aboriginal people who had been displaced from their homes.

Nan Dear mourns “They forced us to leave, Forced us to leave Cummeragunja. Our home”. Segregation

1. to reveal the enforced separation

2. The repetition of ‘forced’ and the juxtaposition of ‘they’ with ‘our’ recognise the stark divide, profound suffering inflicted by prejudiced colonial forces

3. via monologue, Harrison references the historical 1939 Cummeragunja walk-off, using realism to interweave political history with character development.

4. use of anaphora situates the Banks a specific historical trauma, recognise the shared, often intergenerational, emotional toll of colonisation

Bank manager [pours a cup [of tea] for himself, but doesn’t offer one to GLADYS] Segregation

1. Constantly reminded of the ubiquitous, insidious divide between them and the white community

2. The dominance and perceived superiority of white society continually occupy the minds of the protagonists, limiting their hope and aspirations, as they are acutely aware that societal structures will not allow them advancement, casting their lives in the flats under a pervasive shadow of disillusionment

“Nan looks [suspiciously] at the introduction of Errol Fisher - a white man, into the family unit”Family/Kinship

1. Characterisation of Nan Dear as apprehensive

2. Later revealed it is because a white man “took advantage” of Nan Dear 

3. Harrison demonstrates how systemic corruption and violence within Australia creates mistrust and apprehension, particularly for First Nations women as Nan rejects the presence of a white male, who would historically hold power and use it to create a society that empowers the privileged and subjugates vulnerable communities.

Ester, who is “down at the cork trees drinking” as a result of her losing her children Family/Kinship, ASSIMILATION

1. Characterisation of Ester

2. Effects of the stolen generation correlating to the necessity of family and kinship

3. Harrison exposes the importance of family connection in ensuring pain does not conquest one’s hope.

relationship between Gladys and Errol Knowledge/education

1. positive depiction of the necessity of both First Nations and Western ideals of education combining

2. Errol’s teaching that allows Gladys to read [more confidently now] when delivering a speech in which she “requests— no, demands” greater opportunities for the First Nations peoples in 1950s

3. Demonstrates how education becomes not just a personal achievement, but a collective tool for empowerment. Harrison situates Gladys’s newfound voice within the broader fight for adequate housing, a central injustice faced by Aboriginal communities in 1950s Australia

Errol’s mother has “funny ideas” to have a job, while Gladys “chops wood” and “skins rabbits” Gender roles

1. juxtaposition highlights how Indigenous women are often required to assume physically demanding, traditionally male roles out of necessity, demonstrating resilience and adaptability

“Que sera sera” gender roles

Used by playwright in a fatalistic way to foreshadow the inevitability of Dolly adhering to gender roles in becoming a mother herself

Introduction Starter

Set amidst the [adjective] environment of 1950s Australia, Jane Harrison’s Rainbow’s End examines the generational challenges faced by Indigenous Australians living under systemic discrimination and societal injustice.

Nan’s stance softens “Its Nan Dear to you … son”

1. delivered with ellipsis/gentle tone reveals emotional shift

2. Ellipsis suggests a moment of internal reconciliation, caution openness

3. This interpersonal transformation illustrates how meaningful connection forged via empathy/experience can challenge deeply entrenched prejudices on both side

4. Harrison doesn't present change as redemptive rather a moment of personal healing within a larger structure of systemic oppression. 

weather conditions foreshadowing “rising wind … thunder [and] lighting”

1. followed by “rain and thunder and lighting” before eventual “darkness” syncopates with Dolly’s traumatic experience of abuse 

2. Punctuating sounds of thunder emphasise the dread and foreboding encounter with her “sinister” cousin

3. However her ability to overcome adversity with support of family’s culture represent her tenacity and strength of character.

Pursue the dreams of becoming “nurse Dolly”

1. Catapult to a better, prosperous future, “with Nan’s help with Regina”

2. Harrison amplifies societal views of 1950s Australia against seemingly unintelligent FN , prompting modern audiences to consider the validity of these perceptions given FN were barred from most educational opportunities