Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking

Keynes, Matilda

doi:10.1080/03626784.2021.1938972

Cited by 6 publications

(1 citation statement)

References 64 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While TCs might recommend the inclusion of specific knowledge in TE and school education, teachers in Australia at least still have a degree of autonomy to select the knowledge they include in their lessons, as well as the ways they might teach it. Research shows that pedagogical approaches to teaching Indigenous knowledge, for example, in the school subject of history, are dominated by Western ways of knowing and thinking (Keynes 2021;Smith 2020;Harrison 2013). Yet research also shows that including Indigenous perspectives in teaching requires engaging with Indigenous ways of knowing and knowledge that go beyond representational content and towards relational ontologies (Fredericks 2007).…”

Section: Practical Levelmentioning

confidence: 99%

Truth Commissions and Teacher Education in Australia and the Northern Nordics

Norlin,

Keynes,

Drugge

2024

Genealogy

Self Cite

View full text Add to dashboard Cite

In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups and/or Indigenous people, including acknowledging historical mistreatment and addressing remaining injustices. A common aim of these processes is to spread knowledge to the broader public via institutions for education. This paper focuses on ongoing TC processes in the Australian and Nordic contexts, with a specific focus on their potential consequences for teacher education (TE). By addressing barriers and possibilities on systemic, institutional, and practical levels of TE, the paper aims to develop an understanding of (1) how new knowledge produced through TCs meets the organization of teacher training; possible ways for TE to respond to new requirements; and (2) of the pedagogical and didactical challenges that might entail. The main argument is that a closer professional dialogue is needed between scholars engaged in TCs and TEs for TE to better respond to the requirements of TCs and for TCs to better recognize conditions for organizing TE.

show abstract

Section: Practical Levelmentioning

confidence: 99%