Pursuing the Popular in Australian History
In: The journal of popular culture: the official publication of the Popular Culture Association, Band 33, Heft 1, S. 1-5
ISSN: 1540-5931
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In: The journal of popular culture: the official publication of the Popular Culture Association, Band 33, Heft 1, S. 1-5
ISSN: 1540-5931
In: Labour history: a journal of labour and social history, Heft 90, S. 223
ISSN: 1839-3039
In: Australian feminist studies, Band 12, Heft 26, S. 344-356
ISSN: 1465-3303
World Affairs Online
In: The Australian journal of politics and history: AJPH, Band 40, Heft 1, S. 1-15
ISSN: 0004-9522
In: Australian economic history review: an Asia-Pacific journal of economic, business & social history, Band 45, Heft 3, S. 296-307
ISSN: 1467-8446
In: Labour history: a journal of labour and social history, Heft 53, S. 147
ISSN: 1839-3039
In: The Australian journal of politics and history: AJPH, Band 40, Heft 1, S. 1-15
ISSN: 1467-8497
In: Labour history: a journal of labour and social history, Heft 26, S. 99
ISSN: 1839-3039
In: Empire by Treaty, S. 186-213
World Affairs Online
In: The Australian journal of politics and history: AJPH, Band 67, Heft 1, S. 130-149
ISSN: 1467-8497
History is a key site for the negotiation of national identity, with the ability to define the past shaping the national narrative on who "we" were, who "we" are, and, crucially, who "we" should be. As such, the teaching of history is a site of intense political debate. This paper examines the history module of the Australian Curriculum to understand the extent to which the history curriculum moves beyond Eurocentric, colonial imaginings of Australia's history towards a more inclusive, multi‐cultural, globally‐oriented, cosmopolitan vision of society. Both the curriculum and teaching resources were examined to ascertain the identities and orientations these materials could provide. The research finds that — despite improvements in presenting a diversity of representations, in particular a positive focus on the rights and contributions of Indigenous peoples in Australia and some orientation to diverse migrant histories, the environment, and Asia — the main thrust of the curriculum is a focus on the nation‐state at the expense of global engagement. The funnel structure which deals with broader world history in earlier years, relegates the rest of the world to a temporal and spatial distance, leaving a somewhat myopic narrative that perpetuates traditional, Anglo‐centric narratives, maintaining the perspectives of "Others" as peripheral.