WELCOME

I currently hold the post of Senior Lecturer in Curriculum Studies, and Convene the HERMES History Education Research Group, at The University of Newcastle. I am Founding Editor of Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education; a member of the Editorial Board of Agora / Sungråpho; a Core Author for Public History Weekly; Founding Co-Convenor of the History and Education Special Interest Group within the Australian Association for Research in Education (AARE); and a member of the Academic Advisory Board of the International Society for History Didactics (ISHD). In 2013 I was Visiting Research Fellow with the Educational History and History Didactics group in the Department of Historical, Philosophical, and Religious Studies at Umeå University, Sweden. My research interests include: historical theory and history education; historical consciousness and contemporary historical cultures; history teacher education; and curriculum history, theory and politics.

Writing has always been one of my passions, and working as an academic has been one way for me to achieve the goal of a career in writing, albeit academic non-fiction (and not science fiction as I had once dreamed). If you’d like to read what motivated me to pursue a career as a writer and scholar, then click here to read about how a fascination with the television series Doctor Who was to blame!

What people have said about my writing

Click here to read the latest published reviews of my writing and scholarship.

On my successful 2008 promotion application, my Head of School, Professor Jenny Gore, University of Newcastle, wrote “I have firsthand knowledge of his rigorous approach to research, his capacity to generate novel ideas, and his enviable writing skill . . . He writes in a sophisticated yet accessible scholarly style. References to his scholarly work in citations are resoundingly complimentary.”

Professor Peter Seixas, University of British Columbia, Canada, described my doctoral dissertation as “thorough, clearly written… based on a close reading of a wide-ranging body of literature in . . . theory of history, postmodernism (and its variants), and curriculum theory . . . that makes a genuine contribution to thinking in the field of history curriculum.”

Professor William Reynolds, Georgia Southern University, USA, endorsed my doctoral work as “very original… and a major contribution to the curriculum field.”

While, Professor Noel Gough, LaTrobe University (at the time located at the University of Canberra), described my doctoral dissertation as “thought-provoking”, an “artfully structured thesis [that] represents rigorous and creative scholarship in conception, design and execution . . . and makes responsible (ie. locatable and thus able to be called into account) knowledge claims from clearly articulated and substantiated positions and standpoints on history, historiography, language and power.”

Professor Bill Green, Charles Sturt University, located my doctoral work “in the top echelon of all the dissertations I’ve supervised, examined and read.”

Dr Marjorie O’Loughlin, University of Sydney, applauded my Honours dissertation for its “illuminating syntheses of psychological and sociological accounts of human cognition, agency and social contexts.”

Dr Ken Kruickshank described my Honours work as “elegant, with an original and well-argued thesis… [that] has made a genuine contribution to this field of study and writing.”

Associate Professor David Smith, University of Sydney, proclaimed of my Honours dissertation that “by any criteria, [this is] an excellent thesis… [that is] a sophisticated analysis of complex theoretical issues… [integrating] successfully a wide range of modernist and postmodernist literature in psychology, sociology, philosophy and pedagogy… [that] achieved this demanding integration with not only a clear focus at all times on the major purpose of the work but always with a perceptive sensitivity and cautious balanced appraisal of the many possible readings of the discourses that were engaged with in the project… in a written style that is not only clear and well organised, but is also interesting, engaging and a delight to read as well.”

Associate Professor Anthony R. Welch, Head of the School of Social and Policy Studies in Education, University of Sydney, described my Honours work as “mature and well-read, and a model of clarity, itself no minor task, when traversing terrain as complex and as troubled as this… supported by an excellent bibliography… [and] a most successful, consistent and mature elaboration of a most interesting line of argument… [showing] considerable development in its argument, is well written, carefully structured, and in most senses is a model of the level that all Honours students should strive to achieve.”