Pedagogy, politics and the profession: a practical perusal of past, present and future developments in teaching history in Australian schools

History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a 'sign of the times' that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global...

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Bibliographic Details
Published inTeaching history (London) no. 147; pp. 53 - 59
Main Author Burley, Stephanie
Format Journal Article
LanguageEnglish
Published London The Historical Association 01.06.2012
Historical Association
Subjects
Australia
Australian history
British Columbia
Core curriculum
Curricula
Curriculum Development
Educational Change
Educational Objectives
England
Essays
Foreign Countries
Historians
History education
History Instruction
Instruction
Learning
Military history
Narrative history
National curricula
National Curriculum
Social Studies
Social studies education
Teacher organizations
Teachers
Teaching
Teaching Methods
United Kingdom
United States history
Canada
United Kingdom
Australia
United Kingdom (England)
United Kingdom > UK
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Summary:History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a 'sign of the times' that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global phenomenon and one that can fruitfully - and, perhaps, only truly - be understood in a comparative context. In Teaching History 137 Peter Seixas reported on recent controversies and developments in British Columbia. In this article, Stephanie Burley provides a narrative of recent curriculum reform controversies and processes in Australia and an account of key features of the emerging Australian National History Curriculum.
ISSN:0040-0610
2398-1571