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Abstract

In this chapter, Clark examines the parallel debates over content and methodology in Australian history teaching. These pedagogical concerns have been increasingly complicated in recent decades by discussions concerning the national narrative, and representation of the ‘Australian story’ in school syllabi. The revisionist critique of Australian colonial history, underscoring Indigenous perspectives on settlement and the ‘Stolen Generations’, as well as the social histories of women, migrants and workers, was in turn criticised by conservative commentators, who saw it as too progressive and politically correct. Public debate over content became infused with concern over pedagogy. The Australian history wars continue to polarise, demonstrating the ongoing anxiety around Australia’s national narrative and the politicisation of curriculum development.

Further Reading

  1. Ashton, P., and P. Hamilton. History at the Crossroads: Australians and the Past. Sydney: Halstead Press, 2010.Google Scholar
  2. Donnelly, K. Dumbing Down. Melbourne: Hardie Grant Books, 2007.Google Scholar
  3. Ryan, A. ‘Developing a Strategy to “Save” History’. AHA Bulletin 87 (1998), 39–50.Google Scholar
  4. Scates, B., ed. A Future for the Past: The State of Children’s History. Sydney: History Council of New South Wales, 2004.Google Scholar
  5. Taylor, T. National Inquiry Into History Teaching. Canberra: Department of Education, Training and Youth Affairs, 2000. Accessed 4 June 2016. http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/school_history.htm.

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Anna Clark
    • 1
  1. 1.Modern History and History DidacticsSapienza University of RomeRomaItaly

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