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Country teaches: The significance of the local in the Australian history curriculum

Country teaches: The significance of the local in the Australian history curriculum This article develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new Australian history curriculum. Various proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. This article eschews the traditional concepts used by historians to teach and interpret history, in order to observe how the country can teach the student. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Country teaches: The significance of the local in the Australian history curriculum

Australian Journal of Education , Volume 57 (3): 11 – Nov 1, 2013

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References (34)

Publisher
SAGE
Copyright
© Australian Council for Educational Research 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/0004944113495505
Publisher site
See Article on Publisher Site

Abstract

This article develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new Australian history curriculum. Various proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. This article eschews the traditional concepts used by historians to teach and interpret history, in order to observe how the country can teach the student.

Journal

Australian Journal of EducationSAGE

Published: Nov 1, 2013

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