Exploring historical consciousness with Australian school children.
The study explores the development of historical consciousness in Australian school children (from Year 6 to Year 12). Historical consciousness can be seen, in part, as the ability to construct divergent ideas about the past based on evidence that rejects the paradigm of history as a fixed set of events. This research considers how students in Australia learn and construct concepts of historical consciousness and analyses these findings in relation to national survey of historical consciousness. This paper reports on emergent themes from the survey data of Australian school students.
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Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.
The journal is published by the HERMES History Education Research Network concentrated at The University of Newcastle, Australia. The journal publishes at least two issues per year (one will typically have a special theme). To ensure timely availability of scholarship, articles and reviews are published as soon as they have been successfully through the peer review and editorial processes, adding cumulatively to the content for the single regular issue each year. No fees are charged for subscription or publication. The journal is indexed in SCOPUS, DOAJ, and Google Scholar, and periodically archived in the National Library of Australia's PANDORA Archive. Contributors to the journal retain copyright to their work. Please read the Copyright Notice for full details.
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A/ Professor Robert J. Parkes, PhD
Editor-in-Chief | Historical Encounters
Faculty of Education and Arts
The University of Newcastle
Callaghan NSW 2308 Australia
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