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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. (Contains 2 figures and 1 table.)

Lady Jane Franklin, wife of the lieutenant governor of Van Diemen's Land, wrote in 1843 that she wished to improve the life of the territory's female convicts. Franklin was less interested in the convicts than using control over them as a means to dispute masculine colonial authority. Franklin did not believe in women's rights except as they applied to women of her social standing., Early in 1843 Lady Franklin, wife of the lieutenant governor of Van Diemen's Land, wrote a somewhat regretful letter to her sister, Mary Simpkinson. Sir John Franklin had just received [...]

Lady Jersey's brief sojourn in New South Wales, Australia during the period 1891-92, as the wife of the colonial governor is discussed. Lady Jersey took a keen interest in local political affairs, but remained a supporter of colonialism, and as a model of female power she possessed much that New South Wales feminists burned to emulate: legitimacy, social acceptance, practical and symbolic authority.