ORCID Profile
0000-0002-3100-3648
Current Organisation
The University of Newcastle
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Publisher: SensePublishers
Date: 2015
Publisher: HERMES History Education Research Network
Date: 06-03-2023
DOI: 10.52289/HEJ10.103
Abstract: Educators have long been aware of the role that schools, and specific school subjects, play in nation-building, including the ways in which national consciousness is perceived to be shaped within the classroom. This makes the historical narratives that future history teachers mobilise of particular interest to researchers. This paper draws on research from the Remembering Australia’s Past (RAP) project conducted with pre-service History teachers from the University of Newcastle, who studied history at school during the period of the ‘history wars’ (Clark, 2008). Drawing on a methodology developed by Létourneau (2006), 97 pre-service History teachers (consisting of 27 males and 70 females, the overwhelming majority of whom identified as either or both European and Anglo-Celtic) were asked to “Tell us the history of Australia in your own words.” The participants were given 45 minutes to write their personal account of the nation’s past. The analysis of the stories of the nation collected from the pre-service teachers, reveal that they have largely adopted popular discourses circulating in contemporary Australian society, demonstrating that our pre-service History teachers are successful consumers of public history in general, and the dominant discourses of Australia’s past in particular and that given the opportunity, it is these dominant discourses that they readily mobilise. This underscores the importance of engaging public history directly in the classroom, in order to assist pre-service history teachers to deconstruct the narratives ‘truths’ they have inherited and taken for granted.
Publisher: Informa UK Limited
Date: 06-09-2020
Publisher: UCL Press
Date: 2020
Abstract: The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers’ planning paperwork from 15 public senior high schools in Ghana’s Central Region. This research found that teachers’ pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.
Publisher: Informa UK Limited
Date: 10-09-2021
Publisher: MDPI AG
Date: 12-2021
Abstract: Family history has become a significant contributor to public and social histories exploring and (re)discovering the micro narratives of the past. Due to the growing democratisation of digital access to documents and the proliferation of family history media platforms, family history is now challenging traditional custodianship of the past. Family history research has moved beyond the realms of archives, libraries and community-based history societies to occupy an important space in the public domain. This paper reports on some of the findings of a recent study into the historical thinking and research practices of Australian family historians. Using a case study methodology, it examines the proposition that researching family history has major impacts on historical understanding and consciousness using the analytic frameworks of Jorn Rüsen’s Disciplinary Matrix and his Typology of Historical Consciousness. This research not only proposes these major impacts but argues that some family historians are shifting the historical landscape through the dissemination of their research for public consumption beyond traditional family history audiences.
Publisher: Routledge
Date: 16-07-2019
Publisher: Universidade do Estado de Santa Catarina
Date: 27-05-2014
Publisher: Universidade do Estado de Santa Catarina
Date: 27-05-2014
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 27-08-2019
Publisher: University of Technology, Sydney (UTS)
Date: 27-08-2020
Abstract: Ways of accessing and understanding history have shifted in contemporary society with history being repackaged for public consumption in a vast array of digital technologies. These technologies present historical narratives which aim to simultaneously entertain and educate. This research project introduces the term ‘histotainment’ for this fusing of history and entertainment. Docudramas are a strong ex le of the popularity of this form of histotainment. This article explores how family history docudramas are presented as prime time TV entertainment and examines the factors that contribute to their success. Using a qualitative content analysis approach, this research analyses two recent Australian docudramas, Who Do You Think You Are? (2019) and Back in Time for Dinner (2018), and presents a model to explain this melding of history with digital media. [i] Who Do You Think You Are?, television program series and DVD, SBS, Australia, April 30, 2019. [ii] Back in Time for Dinner, television program series, ABC, Sydney, May 4, 2018.
Publisher: SensePublishers
Date: 2015
Publisher: UCL Press
Date: 04-2020
Abstract: In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: SensePublishers
Date: 2015
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Springer Singapore
Date: 26-10-2017
Publisher: Walter de Gruyter GmbH
Date: 30-09-2021
No related grants have been discovered for Debra Donnelly.