Purpose: This article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space. Design/methodology/approach: The authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that…

Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed…

Background: This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical…

Research indicates that effective learner-centred feedback requires learner agency, impact and sensemaking. While scholars are focusing on supporting agency and impact, limited research has addressed sensemaking. This is problematic, because if learners fail to understand feedback, impact is likely to be reduced. In response, this study examines…

The paper presents an evaluation of History and Korean Studies WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with…

For the last five decades, the development of "Asia-literate" students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these…

This article draws upon historical evidence and theoretical insights to critique the New Zealand government's negative response to a popular petition developed by students of Otorohanga College. The petition called for the New Zealand Land Wars to become a 'prescribed course of study' (topic) in New Zealand schools. This article consequently…

In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indigenous cultures and histories. The research was conducted with first-year pre-service teachers studying an Indigenous Knowledges course as part of their…

History has practically vanished from allied health professional education. We ask, what kind of problem does a "history of the professions" pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how…

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified…

This article reports on a large survey of undergraduate history students, and reveals their attitude toward lecturing, particularly in the discipline of history. We argue that the evidence shows that students like lecturing and believe it aids their learning. In particular students value enthusiasm, organization, and an interesting…

Non-Indigenous-led organizations and education programs have long been criticized for sanitized teachings of Aboriginal perspectives in history, while scholarship touts the transformative benefits offered up via decolonial and immersive pedagogical approaches. In this case study, we explore the impact of a cross-cultural venture, titled…

In 1954, Hugh Stretton took charge of a threadbare history department at the University of Adelaide. By the end of his tenure as department chair in 1966, staff numbers had increased fivefold and the department was recognised as one of the best of its kind in Australia. Stretton wanted his department to "teach history interestingly",…

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking…

Practitioners and theorists in higher education have explored authentic assessment as a mechanism to better connect student work to real-world practice. This article considers the possibilities for authentic assessment in teaching history as a discipline and professional field at university, considering how 'real-world practice' might be expanded…