History teaching, historiography, and the politics of pedagogy in australia

Clark, A

History teaching, historiography, and the politics of pedagogy in australia

Clark, A

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Publication Type:: Journal Article
Citation:: Theory and Research in Social Education, 2004, 32 (3), pp. 379 - 396
Issue Date:: 2004-01-01

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Field	Value	Language
dc.contributor.author	Clark, A https://orcid.org/0000-0003-1003-9673	en_US
dc.date.issued	2004-01-01	en_US
dc.identifier.citation	Theory and Research in Social Education, 2004, 32 (3), pp. 379 - 396	en_US
dc.identifier.issn	0093-3104	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9903
dc.description.abstract	This article examines debates over teaching Australian history in schools and notes a pervasive anxiety about what ‘our children’ should know. The article sketches some of these debates, and while noting the politics of history teaching both in Australia and abroad, argues that its heavily politicized discourse has been further intensified by an increasingly pedagogical invocation. As a sense of investment and ownership in the teaching of Australian history in school becomes more widespread, the contest over the past, paradoxically, has focused increasingly upon the image of the child as a generic symbol of the future. © 2004 by the College and University Faculty Assembly of the National Council for the Social Studies.	en_US
dc.relation.ispartof	Theory and Research in Social Education	en_US
dc.relation.isbasedon	10.1080/00933104.2004.10473260	en_US
dc.subject.classification	Education	en_US
dc.title	History teaching, historiography, and the politics of pedagogy in australia	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	32	en_US
utslib.for	130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	32	en_US

Abstract:

This article examines debates over teaching Australian history in schools and notes a pervasive anxiety about what ‘our children’ should know. The article sketches some of these debates, and while noting the politics of history teaching both in Australia and abroad, argues that its heavily politicized discourse has been further intensified by an increasingly pedagogical invocation. As a sense of investment and ownership in the teaching of Australian history in school becomes more widespread, the contest over the past, paradoxically, has focused increasingly upon the image of the child as a generic symbol of the future. © 2004 by the College and University Faculty Assembly of the National Council for the Social Studies.

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http://hdl.handle.net/10453/9903