Changing conceptions of historical thinking in History education: an Australian case study

Parkes, R. J., & Donnelly, D. (2014). Changing conceptions of historical thinking in History
education: an Australian case study. Revista Tempo e Argumento, Florianópolis, 6(11), 113‐136.

Changing conceptions of historical thinking in History education: an Australian case studyMany nations have experienced conflict over the content of their History curriculum, and debates over the relative importance of skills (historical thinking) versus content (historical knowledge). Australia is no exception. This paper seeks to contribute to discussions over the importance of historical thinking in History education by exploring the changing conceptions of historical thinking in the History curricula of New South Wales (NSW) (Australia’s most populous state; which evolved from the earliest British colony; has an uninterrupted tradition of History teaching in high schools; and a rather unique post-compulsory extension course). Recently, History has become a mandatory subject in all Australian schools from the foundation year through to the last year of compulsory schooling [F-10], for the first time since the federation of the Australian states (1901), when curriculum was constitutionally determined to be a State responsibility. This paper charts the changing forms and relative importance of historical thinking as an explicit outcome of History education in NSW History curricula, from its emergence in the 1970s elective History curriculum to current explication in the NSW syllabi for the mandatory Australian ‘national’ Curriculum. It also explores the nature and significance of the post-compulsory ‘senior’ History extension course in NSW, an option for History students in the final non-compulsory year of schooling. This extension course boldly incorporates the study of historiography, requiring students to apply their meta-historical insights in an original historiographic investigation, anchoring complex historical theory in an experience of being an historian. We argue that the move to incorporate historiography into the curriculum expands the notion of what constitutes historical thinking in History education. Thus, we conclude by reflecting on what these different ways of conceptualising historical thinking mean for the social and educational function of history, and what implications they suggest for History education.

cover_issue_306_pt_BRThis paper was translated into Portuguese by Fabrício Coelho.

PARKER, Robert J.; DONNELLY, Debra. Concepções em mudança do pensamento histórico no
ensino da história: um estudo de caso australiano. Revista Tempo e Argumento, Florianópolis, v. 6,
n.11, p. 137‐161, jan./abr. 2014. Título original: Changing conceptions of historical thinking in History
education: an Australian case study. Traduzido por Fabricio Coelho.

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Editorial

Encountering history within and beyond borders

EditorialThis is the editorial for the inaugural issue of Historical Encounters, a peer-reviewed, open access, interdisciplinary journal of historical consciousness, historical cultures. The title of the journal intends to suggest Gadamer’s (1992) notion of ‘the fusion of horizons’, as we explore the ways in which members of our communities experience, interpret, learn, study, and respond to the historical worlds they encounter. The editorial provides a brief, personal history, of the emergence of the journal. The papers in the inaugural issue reflect the wide range of scholarship currently occurring that treats historical consciousness, historical culture, and history education as its objects of analysis. With contributions from Australia, Canada, Finland, Sweden, and the Netherlands, they represent an exciting diversity of works located within a variety of intersecting research fields including: history teacher education (McLean & colleagues), historical theory (Thorp), museum studies and public pedagogy (Smith), curriculum history and history textbook studies (Elmersjö), public history (Clark), and history education (Ahonen; and Ammert). The inaugural issue also offers it’s first ‘provocations’ piece, arguing for the use of ‘counterfactuals’ in history education (Huijen & Holthuis); and shares an extended abstract of a recently completed doctoral dissertation (Salter), in a section that it is hoped will be successful in showcasing the work of new scholars in the field.

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Historical Encounters: Call for Papers

Call for PapersJust launched new peer-reviewed open access journal for history educators. HISTORICAL ENCOUNTERS is a new interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, & history education. Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome. Register as author, reviewer, or reader if interested. Download call for papers for inaugural issue by clicking here.

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What is Poststructuralism?

My new release first edition Kindle eBook for Academic Bytes.

Poststructuralism is one of the most important social theories to have emerged from Europe in the late Twentieth Century, yet it remains notoriously difficult to define. In this concise introductory text, Robert John Parkes provides: (1) an original and accessible guide to the three orientations that underpin poststructural thought; (2) a brief genealogy of poststructuralism including an exploration of its relationship to the philosophy of structuralism; and (3) a succinct response to the main criticisms of poststructural theory. Deliberately short and to the point, this will be a welcome text for busy university students and scholars wanting to gain a rapid understanding of poststructural thought.

FORMAT: Kindle Edition eBook
PUBLICATION DATE: 28 October 2012
ASIN: B009YG6KIM
RECOMMENDED PRICE: [US] $2.99

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