“More tick-the-box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum

The Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling.

"More tick-the-box": the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum

The Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling.

Picturing Australian history: visual texts in nonfiction for children

Time is one of the most prominent themes in the relatively young genre of children's literature, for the young, like adults, want to know about the past. The historical novel of the West grew out of Romanticism, with its exploration of the inner world of feeling, and it grew to full vigor in the era of imperialism and the exploration of the physical world. From the end of the 18th century, children's books flourished, partly in response to these cultural and political influences. After Darwin, Freud, and Einstein, literary works began to grapple with skepticism about the nature of time itself. This book explores how children's writers have presented the theme and concept of time past. While the book looks primarily at literature of the 19th and 20th centuries, it considers a broad range of historical material treated in works from that period. Included are discussions of such topics as Joan of Arc in children's literature, the legacy of Robinson Crusoe, colonial and postcolonial children's literature, the Holocaust, and the supernatural. International in scope, the volume examines history and collective memory in Portuguese children's fiction, Australian history in picture books, Norwegian children's literature, and literary treatments of the great Irish famine. So too, the expert contributors are from diverse countries and backgrounds.

Nationalism, Britishness and Australian history: the Meaney thesis revisited

In 2001 Neville Meaney published a landmark article which questioned the place of nationalism in Australian historiography. He argued that up to the 1960s Britishness, not nationalism, was the hegemonic marker of identity for Australians, and warned that nationalist historians had fallen into the trap of writing their histories through nationalism’s own teleological imperative. This article revisits Meaney’s hegemonic claim for the role of Britishness in Australian history by arguing that he went too far. By leeching out nationalism as an ideology at play in Australian politics in the mid-twentieth century historians are in danger of taking Australian history out of its world historical context: the Age of Decolonisation.

AHS classics: Australia and the First World War: the First World War in Australian history

This article introduces the first volume of AHS Classics: Australia and the First World War. It surveys the critical scholarship on the Australian experience of war, taking its cue from Ken Inglis' seminal article, ‘The Anzac Tradition’ (1965), and tracing the development of his challenge to Australian historians over the following five decades. It argues that the adaptability of the Anzac legend, and its assimilation of varied experiences of the First World War, requires both investigation and caution in the production of new histories of events almost a century distant.

Deluges that have gone before: floods in Australian history

As flash floods, tidal surges, cyclones, burst riverbanks and downpours have impacted on much of Eastern Australia, we've heard many references to the floods that have gone before. These floods stand as markers and reference points, in both practical and symbolic ways. But what do we really know of these past floods? And what happens as we move beyond lived memory? Using the Brisbane floods of 1974 and 1893 as reference points, Rear Vision traces some of the stories of flood, and asks what is remembered, whose stories remain, and whether the murky state of collective memory obscures other stories, and other floods.