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This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens' relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nation's past in light of growing international and domestic pressures, including Keating's 1992 Redfern Park speech and Rudd's 2008 Apology to the Stolen Generations, and one of conservative backlash: Howard's 1996 Menzies Lecture. Rudd's subsequent national policy agenda of apology and an Australian Curriculum sought to inaugurate a new era in the settler nation's history. That program was embodied by the figure of the future citizen positioned to reckon with the nation's unjust past, a task inscribed in the inaugural national history curriculum. [ABSTRACT FROM AUTHOR]

Review of: Ignored Histories: The Politics of History Education and Indigenous Settler Relations in Australia and Kanaky/New Caledonia, Angélique Stastny (2022) Honolulu, HI: The University of Hawai'i Press, 280 pp., ISBN 978 0 82488 997 5 (hbk), US$68 [ABSTRACT FROM AUTHOR]

Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations in Australia becomes historical significant for pre-service teachers. Rather than being disinterested in stories of the Stolen Generations, we find that these students are vitally invested in such narratives to the extent that they, on occasion, cannot bear to hear the story. While they acquire knowledge, they also resist and ignore it. Hence, we argue that neither reason or cognitive science are up to the task of resisting either the student's drive to ignore, or their assimilation of difference into the same. For history to be significant in the classroom for students, it must be understood as more than an epistemological pursuit. [ABSTRACT FROM AUTHOR]

This article examines the crisis in Australian universities regarding the teaching of history. The author argues that post-modernist theories like Critical Race Theory and Gender Theory have replaced traditional historical topics, leading to a neglect of key moments in Western Civilization. The article suggests that subjects prioritizing race, gender, and sexuality should be moved to more appropriate departments, such as Sociology or Gender Studies. The author also criticizes the post-modernist approach to history, which rejects the need to understand the past historically. The article concludes by discussing the controversy surrounding a historian who advocated for a refocus on the past and a departure from Critical Race and Radical Gender theory, emphasizing the importance of studying history for its own sake rather than for political purposes. Additionally, the text explores the current trend of critiquing and dismantling Western civilization in academic institutions, museums, and cultural spaces. It acknowledges the push to decolonize these spaces and remove symbols and artifacts associated with colonialism, but raises concerns about the potential erasure of both positive and negative aspects of history and its impact on future generations. The text argues for a more balanced and nuanced approach to understanding and teaching history, rather than solely focusing on the dark pages of history. [Extracted from the article]

History education in Australian universities finds itself under increasing pressure in the age of neoliberalism and the crisis precipitated by COVID-19. Universities and professional associations have been forced to adopt a generic discourse of transferable 'skills' in order to justify the place of history in the curriculum. We show, however, that these skills may have specific or even contested meanings within disciplines. Moreover, students can only properly acquire higher-order transferable skills by practising them in disciplinary contexts. Consequently, reinvesting skills with disciplinary meaning is necessary for student outcomes even within a neoliberal rationale, enabling a new defence of the specific nature of historical work. We advance a means of working with primary sources using strategic questioning of increasing complexity as a tool for achieving these twin goals. We show how our approach is embedded in the cognitive processes of historical thinking as defined in both of the major theoretical models that have achieved currency, and posit it as a mode of pedagogical resistance in the neoliberal university landscape. [ABSTRACT FROM AUTHOR]

'Intercultural understanding' (ICU) and its core concept 'interculturality', was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from ). This paper draws on a study conducted in Victoria, Australia, which asked: how history teachers conceptualise interculturality for history teaching and learning? The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; traditional, exemplary, critical and transformative. The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt how things have always been taught. By analysing the teachers' talk through a lens whereby the construction of language reveals the educational problematic, the research looks for a way in for interculturality into history teaching and learning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession. Design/methodology/approach: The paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering "international understanding" and; (2) the release and educational recommendations of the 1997 Bringing them Home Report. Findings: The paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways. Practical implications: This research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus. Originality/value: The paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state. [ABSTRACT FROM AUTHOR]

Existing research on history education's role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum in transitional contexts where constructivist, discipline-based approaches are already prescribed. While "historical thinking" in Australia has been a pragmatic middle way between polarised single-narrative and deconstructivist paradigms, this article argues that questions of transitional justice return the subjective, contemporary, and political to history education in ways that challenge the scope of disciplinary meaning-making and complicate the civic promises of disciplinary thinking. By discussing examples of how time is presently imagined and engaged using second-order historical thinking concepts, this article engages some key limitations of disciplinary history curriculum vis-à-vis transitional justice. It suggests alternate approaches that stretch the disciplinary paradigm in new directions that carry important implications for other societies engaged in questions of transitional justice. [ABSTRACT FROM AUTHOR]

History is a key site for the negotiation of national identity, with the ability to define the past shaping the national narrative on who "we" were, who "we" are, and, crucially, who "we" should be. As such, the teaching of history is a site of intense political debate. This paper examines the history module of the Australian Curriculum to understand the extent to which the history curriculum moves beyond Eurocentric, colonial imaginings of Australia's history towards a more inclusive, multi‐cultural, globally‐oriented, cosmopolitan vision of society. Both the curriculum and teaching resources were examined to ascertain the identities and orientations these materials could provide. The research finds that — despite improvements in presenting a diversity of representations, in particular a positive focus on the rights and contributions of Indigenous peoples in Australia and some orientation to diverse migrant histories, the environment, and Asia — the main thrust of the curriculum is a focus on the nation‐state at the expense of global engagement. The funnel structure which deals with broader world history in earlier years, relegates the rest of the world to a temporal and spatial distance, leaving a somewhat myopic narrative that perpetuates traditional, Anglo‐centric narratives, maintaining the perspectives of "Others" as peripheral. [ABSTRACT FROM AUTHOR]

The article talks about the curriculum enactment of senior history education. Topics include official curriculum document for Victorian senior history, the VCE History Study Design, by Victorian Curriculum and Assessment Authority (VCAA); history teachers' curricular decision-making; and professional knowledge of the history teachers.

The article focuses on need for history teachers to use several forms of popular culture such as television and motion pictures for teaching history to students in Australia. It also mentions that the concept of linking popular culture and teaching history has been turned into a new podcast called ‘Neon' by Jem Duducu. It also mentions reference of the book "The Hobbit" by J. R. R. Tolkien as a form of popular culture for history teaching.

The article explores how digital technologies can be used to bring the stories of history alive and teaching history in schools in Australia. It mentions that questions and wonderings can be on rife during hexagonal thinking conversations. It also mentions need for examining artefacts from the time of Federation, such as propaganda posters and newspaper excerpts using the National Library of Australia's website Trove.

The article focuses on need for teachers to use digital technologies to improve student learning and teaching history in schools in Australia. It mentions need for using several digital tools like Google Sheets, Google Classroom, Google Docs, G Suite for Education from Google; and designing of tools by Microsoft and Apple through which teachers can provide feedback to students.

The article focuses on several aspects of embedding digital technology in the history classroom in Australia. It mentions need for using tools like Microsoft Forms from Microsoft and OneNote Class Notebook that provides collaborative space in which students and teachers interact simultaneously. It also mentions need for embedding YouTube or ClickView films into notebooks. It also mentions adoption of American Psychological Association's referencing system in Australian schools.

The article focuses on several aspects of using documentary filmmaking for teaching history in schools in Australia. It mentions need for students to know focus of their documentary, have an idea of what primary sources in museum are connected to the individual who is the subject of their documentary, and have a plan for the excursion. It also mentions that students need to understand how historians use primary source material to evaluate impact of war.

The article focuses on several aspects of equipping digital history student, teacher and classroom with digital technologies and digital platforms like virtual reality. It mentions about using G-Suite for Education from Google, Facebook, Twitter, Screencast-o-Matic for sharing screen recordings, Google Earth Pro, Google Cardboard, an augmented reality (AR) headset.

This article draws upon a 'tale from the field' (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples' histories impact upon their students' learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples' histories in both countries. [ABSTRACT FROM AUTHOR]

In 1954, Hugh Stretton took charge of a threadbare history department at the University of Adelaide. By the end of his tenure as department chair in 1966, staff numbers had increased fivefold and the department was recognised as one of the best of its kind in Australia. Stretton wanted his department to 'teach history interestingly', which was his overriding criterion in making new appointments. He also ran a democratic department that went against prevailing notions of 'God-Professor' departmental governance. As well as highlighting the singular features of the Adelaide department, the present paper places the growth and the character of 'The House that Hugh Built' within wider Australian and global contexts. The 'Stretton era' straddled a period of rapid expansion of the university sector both locally and internationally, which entailed a move from a generalist to a more specialised curriculum, with a greater emphasis on research and publication, and a less male-dominated faculty. [ABSTRACT FROM AUTHOR]

The article describes an activity program for Australian history teachers on how to encourage their students to think like historians using a Judgement Chart.

Debates about the purpose and content of history education in schools have been prevalent in most Westernised democratic nations over the last 30 years. Under discussion are essential questions concerning national identity/ies, competing narratives and the aims of history education. The impact of ‘history wars’ has been felt within both Australia and England, as conservative commentators – including politicians and historians – have raised concerns about the depth and effectiveness of history education and have sought to make significant changes to the history curriculum for schools. This analysis examines the history wars in Australia and England, exploring the view that history education has been in danger and/or crisis and examining the curricular implications of a move toward greater recognition of national narratives. It raises some essential tensions that remain regarding two aspects of history teaching in both nations: (1) historiography and (2) chronological understanding. [ABSTRACT FROM PUBLISHER]

The article focuses on a study regarding the Australian Curriculum for History examining the extent to which opposing paradigms in history education underlie the Review of the Australian Curriculum for History. It investigates fundamental differences in the views of history education in an effort to reframe such public debate on the issue. Other key issues concerning Australia's history and culture are highlighted.

In 1964, the editor of Sydney University Press, Michael Turnbull, approached G. R. Elton to write the book that became The practice of history (1967). Remarkably, a famous University of Cambridge historian was persuaded to embark on what Turnbull correctly sensed would be an influential and profitable text, and this for an obscure and recently established publishing house located at the other end of the earth. Were it not for Turnbull, The practice of history would probably never have been written. But for Turnbull's editorial advice, a somewhat different book would have resulted. This article traces the close and fruitful working relationship between publisher and author, as well as the adversarial relationship between The practice of history and E. H. Carr's What is history? (1961). It also suggests that Turnbull intended The practice of history as part of a wider publishing purpose where big ideas could be expressed, given a mass audience, and thus contribute to debate and social change. Elton would have found such a socially engaged agenda abhorrent, had he known about it. [ABSTRACT FROM PUBLISHER]

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens. [ABSTRACT FROM PUBLISHER]

The article discusses the three forms of knowledge by theorist Jürgen Habermas and incorporation of active and informed citizenship in the history curriculum of Australia. Topics mentioned include the forms of knowledge are practical, technical and emancipatory which are applicable in contexts of contemporary curriculum, the challenge to teachers in enacting active citizenship in classroom, and the publish on Australian curriculum documents of key words active and informed citizenship.

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The history of Spanish departments in Australian universities can be traced back to the 1960s, when a number of British hispanistas relocated to Australia and created a small number of successful teaching programs that reproduced the British model. A second generation of Spanish scholars arrived in the 1980s and 1990s, mainly from Latin American countries, in a migration wave that is still current. The transition from a British understanding of the Spanish discipline, with a strong focus on (canonical) literary studies, to current curricula that emphasise communicative skills and a loose notion of cultural studies, is symptomatic of deeper changes in the way the discipline has sought to reposition itself in the context of the Modern Languages debate. [ABSTRACT FROM AUTHOR]

The article focuses on the significant use of films in teaching history and nature. Topics include the film "The Story of the Kelly Gang," as the first featured film used in Australian education in 1906, the argument of North American scholars on the effectiveness of film-based education in developing analytical and interpretative skills of the students, and the challenges on terminology and definition of words in history education.

This article develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new Australian history curriculum. Various proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. This article eschews the traditional concepts used by historians to teach and interpret history, in order to observe how the country can teach the student. [ABSTRACT FROM PUBLISHER]

The article focuses on the political aspects of implementing a national curricula in Australian history education. Topics include the newspaper coverage of the debates on history education, issues on national identity and multiculturalism in the country, and the mediation of political discourse in history education.

The article discusses history education in Australia, focusing on the the influence of neoconservative politics as based on Whig progressivism and potential history education reforms as of 2013. Topics include the education official Christopher Pyne, the role of the English Civil War in Australian history, the Australian Curriculum and Assessment Authority world history curriculum, Judeo-Christian traditions in education, and the author Norman Daniel's views regarding knowledgeable ignorance.

The article discusses the various aspects of teaching contestability and historiography in Victorian Certificate of Education in Australia. The author talks about the idea that concept and skill of historiography is part of the historical process and should not be considered a final stage. Also explored ithe historiography at year 9 or 10 in the Australian curriculum.

The inclusion of History in the first phase of the Australian Curriculum rollout illustrates the importance placed on the subject in the national conversation. However, there remains much debate about just what the role of history is in the curriculum, and exactly what it means to teach history. Recognising that these issues may be unfamiliar to many middle years teachers, this paper introduces the ideas of Historical Literacy, Historical Thinking and Historical Consciousness. It then looks at how each of these concepts helps teachers understand the disciplinary characteristics of history in order to introduce the idea of a disciplinary approach to teaching history. Finally, the characteristics of a disciplinary literacy are explored through the example of two recent research projects, one using technology and the second using historical documents. [ABSTRACT FROM AUTHOR]

The decision of the Malaysian government to make it compulsory for students to pass History at the Sijil Pelajaran Malaysia level in 2012 has attracted a positive response from Malaysian people. General public opinion on making history compulsory seems favourable on all sides of the social and political spectrum, but there remain many questions to be answered regarding the content of the history syllabus. Certain quarters have pushed for a re-evaluation of the syllabus that includes, amongst other things, the history of each Malaysian race and its leaders. This paper provides a comparison of the successes and failures of history education in developed countries including Britain, Australia and Canada, to consider whether Malaysia can learn from their experiences. It also provides an evaluation of Malaysia's history syllabus at Form Five level, particularly in terms of what, should properly constitute Malaysian history, as well as exploring the relevance of history teaching to the country's educational objectives. Finally, it explores problems of teaching history at school level. [ABSTRACT FROM AUTHOR]

The article offers the author's insights regarding the history of Australian schools. The author discusses several topics which include his experience as a school student during the 1960s and 1970s, the way of teaching history which should be based on a student-centred investigative approach, and the seven myths of source work of American educator Keith Barton which was outlined by history teacher Carmel Fahey.

The article focuses on the preparation of pre-service teachers for the Australian curriculum. Among the topics discussed include History Wars and the proposed National History Curriculum in the classroom content and its teaching methods, examination of Australian state curricula and comparative curricular studies, and implementation of the National Curriculum: History.

The article focuses on the situated approach to Australian History teaching in the Australian History curriculum. Among the topics discussed include the development and implementation, the Australian Curriculum Assessment and Reporting Authority (ACARA), emphasis on the development of historical thinking in the history classroom, and purpose and practice of history education.

As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has been designated as a separate subject in the first wave of planning and implementation of the Australian National Curriculum. Two of the reasons for this include first, to recognise the importance of teaching historical skills as a distinct subject; and second there is an ongoing bipartisan political interest in privileging history disciplinary knowledge and content to ensure that national history narratives are taught to students. To contribute meaningfully towards the development and implementation of a National Curriculum, it is important to understand past curriculum constructions, so that the disciplinary knowledge and content of history remains independent, and not subsumed within current (or future) political trends. Based on examples of national history from the Queensland Social Studies syllabus and government endorsed sourcebooks in the lead-up to the 1988 Bicentennial of British colonisation of the Australian continent, this article examines the influence and role of multiculturalism in History teaching in primary schools. Particular attention is paid to Indigenous representations and British heritages, as an example of two groups that have often been represented as binaries to each other throughout Australian history. An analysis of the curriculum materials illuminates the differences between multiculturalism and history—highlighting how the two are merged at the expense of accurate historical knowledge and concepts, particularly in the area of national history. This study will demonstrate that as a result of the infiltration of multiculturalism into history content within the Social Studies curriculum, historical knowledge becomes silenced in the school curriculum – resulting in vague and sometimes historically inaccurate information being presented to students; and the privileging of certain types of multiculturalism. [ABSTRACT FROM AUTHOR]

The article discusses the politicization of public debate about Australian history among Australians as of 2012. The author proposes the concept of oral historiography to measure historical understandings in Australia during the early 21st century and argues that the concept permits ordinary Australians a voice in debates about Australian history. The author cites the research project "Whose Australia? Popular Understandings of the Nation's Past," discusses how connected Australians feel to the past, and examines debates about the settlement of Australia.

The article offers the author's insights regarding the importance of oral family history in the methods of teaching history in school. Topics discussed include the combination of oral family history and secondary sources to expand knowledge on subjects related to history, the life of Australian soldier Jim and her wife Caroline during World War I, and the aspects of teaching oral history in students based on their grade levels.

This article discusses the social life of a denim jacket as an item of apparel, as a museum object and a personal possession. It highlights its intersections with Cambodian and Australian history and shows how it works as a composition and means of composing personal experience. The discussion is located in a cultural approach to oral history and in museum studies discussion about representations of Australian migration history. It is also inspired by the Global Denim research project. A dialogic approach is used to show the interplay between history and lived experience, and public discourse and personal meaning-making. [ABSTRACT FROM AUTHOR]

Recent research on historical thinking has instigated important disciplinary conversations and changes in pedagogical practice. They have, however, largely focused on the primary and secondary school sector, highlighting the gap in corresponding research into tertiary education. It is important to look at the experiences of history students at tertiary level, to assess the impact of perceptions and practices on graduate employment outcomes and transitions to research careers. In 2008 a national scoping study on student and staff perceptions of the nature and purposes of historical thinking was undertaken at 12 Australian universities, involving 1455 student questionnaires and 50 interviews with academics. This article examines student and staff perceptions of the social benefits of historical thinking, highlighting the great potential for transformative learning and civic contribution, and the vital role of agency in this process. [ABSTRACT FROM PUBLISHER]

The article presents the author's perspective on how teachers can go about addressing both historical depth studies and cross-curriculum priorities in the Australian Curriculum in Australia. It stresses the importance of social education and its part in the history of classrooms. It is noted that engagement in resources and activities can help teachers address curriculum demands while also making student learning reliable and relevant.

Most academic historians in Australia are also teachers. Yet history academics have seldom been as assiduous in researching the traditions of their teaching as they have been in researching their subjects-matter. Prompted by a recent Australian survey of history students and academics, this article draws on new developments in social and educational psychology to suggest ways of overcoming the individualism and passivity of many established traditions of teaching and learning of history in universities. These new ways seek to re-position history learners in the university as researchers who collaborate. The aim is to widen the range of performances history students undertake, helping to make students more active and self-aware in their historical thinking, and enabling them to expect more and more to make knowledge, not just to receive it. [ABSTRACT FROM AUTHOR]

The article discusses history wars scenario in various countries which took part in framing its history curriculum. It says that the patriotic history and struggle of historian Saburo Ienaga to attain public recognition were reflected in the Japanese textbooks. Meanwhile, neoconservatism has been a factor for the transformation of Argentina to reformed history. Moreover, history curriculum of Australia is influenced by ideological frameworks such as history as heritage, concept, and postmodern.