Papers by Deborah Henderson
Faculty of Education, 1996
This chapter explores the historical context for Japan's emergence as a modern superpower via... more This chapter explores the historical context for Japan's emergence as a modern superpower via critical inquiry and is written for students in Year 11 and 12. This chapter provides students with the opportunity to explore a wide range of sources using skills of comprehension, analysis, interpretation, evaluation and decision making. This source-based approach leads students towards independent learning and the development of crucial historical skills.
History Education Research Journal, 2017
As with many nations, the teaching of history in Australian schools is often contested. Two preva... more As with many nations, the teaching of history in Australian schools is often contested. Two prevailing standpoints can be identified, the first of which, in broad terms, emphasises the acquisition of historical knowledge. From this perspective, history is conceptualised as a source of tradition and identity (Berend, 2012) gained by learning about those significant historical events identified in mandated curricula. The second standpoint emphasises the potential of history to provide young people with critical understandings and skills for interpreting the past (Tosh, 2008) by developing conceptual understandings and historical thinking and reasoning skills which can also be applied in their everyday lives and as active and engaged citizens. Such polarising views, however, do not necessarily reflect what actually happens in classrooms where teachers may adopt a repertoire of pedagogies which blend a range of different perspectives and approaches. This empirical paper draws from one component of qualitative research on the ways in which a group of Australian preservice history teachers in Queensland reflect on their preparation to teach history in secondary schools. It investigates what shaped their knowledge and assumptions about teaching history prior to and during their history curriculum studies unit in their teacher education course as the first national history curriculum was being implemented in Australian schools. In doing so, the paper examines future history teachers' thoughts about practice as they prepare to work from the new Australian Curriculum: History (ACARA, 2013) in order to teach students aged from 12 to 15 in the lower secondary school grades of Years 7-10. Findings revealed a range of positions about what constitutes historical understanding and pedagogic practice.
Australian Journal of Education, 2005
This article explores some of the debates about the nature and purpose of education in the social... more This article explores some of the debates about the nature and purpose of education in the social sciences in the Australian curricula. It examines recent attempts in studies of society and environment and history curricula to prepare students for global citizenship and responds to neo-conservative critiques that our ‘politically correct’ curricula does not impart the ‘truth’ about our ‘European’ heritage. This article argues that while the neo-conservative discourse makes claim to traditional views of knowledge and rationality, its discursive field does not address the broader questions of what sort of education our students require for the twenty-first century.
Practitioner stories have been recognised as a valuable insight into practice as well as a means ... more Practitioner stories have been recognised as a valuable insight into practice as well as a means by which practice can inform theory. Our practitioner stories about our experiences of being cosupervisors in Higher Degree Research (HDR) supervision have enabled us to further our resonance with HDR literature and at the same time contribute to literature by proposing new issues related to this specific form of practice. Out of our juxtaposed stories we advocate a new model of co-supervision which addresses what we have experienced as levels of inequity within this professional relationship. This model advocates the explication of transparent expectations and opens the possibilities for mentorship and professional development in a realigned supervisory relationship.
International Journal of Research Supervision, 2007
Children Youth Research Centre School of Curriculum Faculty of Education, 2013
This paper is concerned with the ways Asia Literacy can be developed in response to the new Austr... more This paper is concerned with the ways Asia Literacy can be developed in response to the new Australian Curriculum. In particular, it addresses the learning possibilities of the Asian-Australian Literature and Publishing Project (AACLAP) available through AustLit: the Australian Literature Resource. The paper argues that the AACLAP dataset provides a broad range of resources through which to address the cross curriculum priority of the Australian Curriculum on Asia and Australia’s engagement with Asia. It contends that AACLAP has the potential to make a valuable contribution to teachers’ efforts to incorporate this cross curriculum priority in their classroom practice whilst also developing the general capabilities of intercultural understanding and the use of information and communication technology (ICT). This discussion is of particular significance to teachers of English and History, given that these disciplines are implemented in the first phase of the Australian Curriculum in schools. The paper concludes that by drawing on the broad range of texts available in the AACLAP collection as well as the Critical Anthology and the Research and Learning Trails, teachers and students will be much better positioned to develop a deeper understanding of the diversity of the Asian region and the complexities of Asian-Australian relationships.
Isbn 978 0 9806322 5 5, 2011
Led by Queensland University of Technology, the Asian-Australian Children’s Literature and Publis... more Led by Queensland University of Technology, the Asian-Australian Children’s Literature and Publishing (AACLAP)research project investigates and records details of Australian children’s literature that is set in Asia and/or that represents Asian-Australian cultures and experiences and literature that is published in selected Asian languages. This includes East Asia, Southeast Asia, South Asia, and the Bay of Bengal. The AACLAP dataset is a comprehensive collection of agent and work records related to ’Asia’, including, but not limited to, autobiography, fiction, criticism, poetry, drama, short stories, and picture books, published during a forty-year period from 1970 to 2010. The dataset provide valuable primary and secondary sources that are important for developing literature-focused educational programs in line with the national government’s push for Asia Literacy. AACLAP is a subset of AustLit, the virtual research environment and information resource for Australian literary, print, and narrative culture scholars, students, and the public.
Children Youth Research Centre School of Curriculum Faculty of Education, Mar 24, 2014
This PETAA paper discusses how the cross-curriculum priority concerned with developing Asia liter... more This PETAA paper discusses how the cross-curriculum priority concerned with developing Asia literacy, namely ‘Asia and Australia’s engagement with Asia’, can be significantly advanced through the study of children’s literature. The discussion proceeds from a brief overview of the historical development of Asia literacy to its current place within the Australian Curriculum. It then considers the potential of literature for assisting students and teachers in realising this priority through the Asian-Australian Children’s Literature and Publishing dataset, a research project on AustLit. Finally, it discusses a small selection of texts – two picture books and a novel – with suggestions or prompts for raising students’ intercultural understanding.
Curriculum and Teaching, 2013
This paper considers how Asia can be meaningfully studied and understood in the first national hi... more This paper considers how Asia can be meaningfully studied and understood in the first national history curriculum to be implemented in Australia. Its focus is on how empathy might be conceptualised as part of the process of becoming 'Asia literate' and the ways in which an empathetic understanding can be developed in the Australian Curriculum: History by engaging students with children's literature. We argue that stories about Chinese experiences in Australia from particular episodes in the nation's past can be utilised for their potential to prompt historical inquiry and empathetic engagement in the classroom.
Practitioner stories have been recognised as a valuable insight into practice as well as a means ... more Practitioner stories have been recognised as a valuable insight into practice as well as a means by which practice can inform theory. Our practitioner stories about our experiences of being co-supervisors in Higher Degree Research (HDR) supervision have enabled us to further our resonance with HDR literature and at the same time contribute to literature by proposing new issues related to this specific form of practice. Out of our juxtaposed stories we advocate a new model of co-supervision which addresses what we have experienced as levels of inequity within this professional relationship. This model advocates the explication of transparent expectations and opens the possibilities for mentorship and professional development in a realigned supervisory relationship.
Practitioner stories have been recognised as a valuable insight into practice as well as a means ... more Practitioner stories have been recognised as a valuable insight into practice as well as a means by which practice can inform theory. Our practitioner stories about our experiences of being co-supervisors in Higher Degree Research (HDR) supervision have enabled us to further our resonance with HDR literature and at the same time contribute to literature by proposing new issues related to this specific form of practice. Out of our juxtaposed stories we advocate a new model of co-supervision which addresses what we have experienced as levels of inequity within this professional relationship. This model advocates the explication of transparent expectations and opens the possibilities for mentorship and professional development in a realigned supervisory relationship.
Faculty of Education, 2007
Practitioner stories have been recognised as a valuable insight into practice as well as a means ... more Practitioner stories have been recognised as a valuable insight into practice as well as a means by which practice can inform theory. Our practitioner stories about our experiences of being cosupervisors in Higher Degree Research (HDR) supervision have enabled us to further our resonance with HDR literature and at the same time contribute to literature by proposing new issues related to this specific form of practice. Out of our juxtaposed stories we advocate a new model of co-supervision which addresses what we have experienced as levels of inequity within this professional relationship. This model advocates the explication of transparent expectations and opens the possibilities for mentorship and professional development in a realigned supervisory relationship.
Practitioner stories have been recognised as a valuable insight into practice as well as a means ... more Practitioner stories have been recognised as a valuable insight into practice as well as a means by which practice can inform theory. Our practitioner stories about our experiences of being co-supervisors in Higher Degree Research (HDR) supervision have enabled us to further our resonance with HDR literature and at the same time contribute to literature by proposing new issues related to this specific form of practice. Out of our juxtaposed stories we advocate a new model of co-supervision which addresses what we have experienced as levels of inequity within this professional relationship. This model advocates the explication of transparent expectations and opens the possibilities for mentorship and professional development in a realigned supervisory relationship.
Curriculum and Teaching, 2013
ABSTRACT This paper considers how Asia can be meaningfully studied and understood in the first na... more ABSTRACT This paper considers how Asia can be meaningfully studied and understood in the first national history curriculum to be implemented in Australia. Its focus is on how empathy might be conceptualised as part of the process of becoming ‘Asia literate’ and the ways in which an empathetic understanding can be developed in the Australian Curriculum: History by engaging students with children’s literature. We argue that stories about Chinese experiences in Australia from particular episodes in the nation’s past can be utilised for their potential to prompt historical inquiry and empathetic engagement in the classroom.
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Papers by Deborah Henderson