Contested Histories, Reflection and Editorial

Declining enrolment numbers are attributed to Australian History being ‘boring’ when in fact its controversial nature requires a curriculum with nuance and complexity.

While the political left has traditionally claimed the legacy of the Eureka Rebellion, the political right is increasingly appropriating this narrative to protest against government powers.

Documents reveal tensions in Port Phillip over La Trobe’s intentions to carry out his duty to protect First Nations people by forcing them from Melbourne.

Acknowledging original Indigenous names can legitimise the deep history of a place, but the act of renaming is tokenistic if renaming is itself an end.

Although there was majority support for the newly federated Australia to adopt a policy based on race, it is important to realise that there were also strong critics.

Australia is often said to be a secular nation, but the nation’s relationship with religion is more complicated than that.

The Monument Avenue Commission’s report into Richmond’s Confederate statues, and the subsequent flashpoint between neo-Confederate and Black Lives Matter protestors, provide a great case study for teaching current controversies around memorials and commemoration.

In an era of intense political polarisation, teaching American History has become more complex and challenging than ever before.

Canadian provinces are revising the curriculum as the nation confronts its history of Indigenous genocide in residential schools.

An unexpectedly fiery podcast about the Industrial Revolution shows that ‘diverse interpretations’ occur in all kinds of histories.

Preparation and dialogue protocols can support classroom discussions of contested histories that are inclusive rather than adversarial.

Dark Emu has been accused of being misleading in its use of evidence. This classroom activity will help students explore the controversy by investigating how primary sources have been used in the book.

Many teachers feel ill-equipped to teach First Nations history in detail, but Dark Emu provides a fantastic base to navigate this space.

Object-based learning can provide students with opportunities to ask questions that provide a deeper connection to the contested nature of First Nations history.

What decisions need to be made when ensuring the books in your school’s library reflect current knowledge and do not perpetuate stereotypes and racism?

Interviews with Year 7–10 Humanities students reveal the extent to which they get and interrogate their newsfeed to make sense of history and the world around them.