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The purpose of the paper is to analyse non‐indigenous student resistance to indigenous history and to improve non‐indigenous students’ engagement with indigenous history.

The paper, based on praxis, is a theoretical discussion of the reasons for non‐indigenous student resistance to indigenous history.

The paper argues that non‐indigenous imaginings of national self creates indigenous history into a “un‐history” (a history that could not be). The paper suggests non‐indigenous teachers of indigenous history may undertake a broader perspective to prepare students for indigenous history, including fostering a critical appreciation of histiography, Australian colonial art, literature and popular culture, to enable a critical understanding of the national imagining of Australians (as non‐indigenous) in order to enable engagement with indigenous history.

The paper's focus and findings do not presume relevance to indigenous educators of indigenous history, as previous research has shown non‐indigenous students’ reactions to an indigenous educator may differ from an to a non‐indigenous educator.

The paper moves beyond discussions about content of indigenous history to issues of resistance and engagement found amongst non‐indigenous students with regard to indigenous history. The paper suggests a twenty‐first century political approach where there is non‐indigenous ownership of the shared history in (indigenous) Australia history, enabling indigenous history to move from the periphery to the centre of Australian colonial history.

By deconstructing centres and peripheries in Australian history curricula, the purpose of this paper is to establish in what ways these documents blended local, state‐specific concepts of major civilisations with trans‐local, and even global cultural assumptions about centre and periphery in world history.

The paper identifies a specific idea of centres in the 2009 Shape of the Australian Curriculum published by the National Curriculum Board. It demanded that “[s]tudents should have an appreciation of the major civilisations of Europe, Asia, Africa, America and Australia”. The idea of five groups of “major civilisations” is used to frame an analysis of history curricula from Western Australia and New South Wales. Syllabi from these States are used as examples because they demonstrate oppositional positions, geographically and in their approach to history teaching. Only senior secondary syllabi exhibit a continuous development of the subject history in most Australian states and territories. Hence, the paper deconstructs history syllabi for Years 11 and 12 and discusses in what ways a discourse between centre and periphery can be identified.

The author proposes a concept of a global centre in history curricula, which is found in multifaceted expressions at the peripheries.

Fully acknowledging that syllabi emerge from a web of local influences, which include state‐specific social, political, economic, and administrative factors, the paper adds a global perspective to the understanding of Australian history curricula which draws on the idea of cultural power.

This paper aims to outline the possibilities of intersectional history as a novel method for management history. Intersectional history combines intersectionality and the study of the past to examine discrimination in organizations over time. This paper explores the need for intersectional work in management history, outlines the vision for intersectional history and provides a brief example analyzing the treatment of Australian Aboriginal people in a historical account of Qantas Airways.

This paper contends that intersectionality is a discursive practice, and it adopts a relational approach to the study of the past to inform the method. This paper focuses on the social construction of identities and the enduring nature of traces of the powerful in organizations over time.

The example of Qantas Airways demonstrates that intersectional history can be used to interrogate powerful traces of the past to reveal novel insights about marginalized peoples over time.

Intersectional history is a specific and reflexive method that allows for the surfacing of identity-based marginalization over time. The paper’s concentration on identity as socially constructed allows a particular focus on notions or representations of the marginalized in traces of the past. These traces may otherwise mask the existence and importance of marginalized groups in organizations’ dominant histories.

Despite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.

Two foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.

These texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.

Instead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.

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.

The authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.

It argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.

This article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

This article suggests an explanation for the complex history of the relationship between the government high school and the Australian middle class. The main elements in the constructing of a framework necessarily include the following inter‐related effects: the historic alienation of the Roman Catholic population from the Australian public school system, federal government interventions into school policy and funding, demographic pressures, the rise of neoliberalism, and the development of distinctive and multiple ethnic populations in the cities. The final section of the article takes as its case study, the history of middle class schooling in the city of Sydney, especially from the mid 1970s to the end of the century. Sydney is an atypical Australian city in many respects, and the study of its middle class and schooling does not stand as representative of the Australian experience. Nevertheless, its great population and significance in the national economy makes its story a crucial story in the national context. Because much of the evidence for this last section derives from the Australian census, it is introduced by a brief discussion of census‐making. Preceding that section of the article is a summary discussion of the significance of social classes in the history of Australian schooling.

The purpose of this paper is to present data and discussion on history researcher development and research capacities in Australia and New Zealand, as evidenced in analysis of history PhD theses' topics.

The paper is based on two independent studies of history PhD thesis topics, using a standard discipline coding system.

The paper shows some marked differences in the Australian and New Zealand volumes and distributions of history PhDs, especially for PhDs conducted on non‐local/national topics. These differences reflect national researcher development, research capacities and interests, in particular local, national and international histories, and have implications for the globalisation of scholarship.

Thesis topics are used as a proxy for the graduate's research capacity within that topic. However, as PhD examiners have attested to the significance and originality of the thesis, this is taken as robust. The longitudinal nature of the research suggests that subsequent years' data and analysis would provide rich information on changes to history research capacity. Other comparative (i.e. international) studies would provide interesting analyses of history research capacity.

There are practical implications for history departments in universities, history associations, and government (PhD policy, and history researcher development and research capacity in areas such as foreign affairs).

There are social implications for local and community history in the knowledge produced in the theses, and in the development of local research capacity.

The work in this paper is the first to collate and analyse such thesis data either in Australia or New Zealand. The comparative analyses of the two datasets are also original.

The purpose of this paper is to introduce a broad theoretical orientation for the themed section of History of Education Review, “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Through the conceptual frame of “contrapuntal historiography”, it commends the practice of re-looking at taken-for-granted concepts and re-readings of the cultural archive of Australian schooling, with especial attention to silences, discontinuities and the movements of concepts.

Drawing on Edward Said’s approach of “contrapuntal reading”, this paper refers to the recent work of Bruce Pascoe as an exemplar of this practice in the field of Australian history. It then relates this approach to the study of the history of Australian schooling as demonstrated in the three papers that make up the themed section “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”.

Following in the style of Said’s contrapuntal reading and the example of Pascoe’s work, this paper argues that there are inerasable traces of historical politics – that is, the records of constitutive exclusions and silences – which “haunt” taken-for-granted concepts like the migrant, the secular and the radical in the history of Australian schooling.

Taken alongside the three papers in the themed section, this paper urges the proliferation of different theoretical and disciplinary approaches in order to think anew about silences, discontinuities and movements of concepts as a counterpoint to dominant narrative lines in the history of Australian education.

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.