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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.

The purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.

This qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.

The findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and global inequality influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.

This study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.

In this chapter, the authors provide a historical overview of the development of comparative and international education societies throughout the earth. In most cases, these societies have gradually grown and continue to thrive; in other cases, some comparative education societies have become dormant and a few no longer exist. A historical analysis that outlines the rise and fall of comparative education societies is provided. An overview of the World Council of Comparative Education Societies is also discussed, including its lead organizational role in serving as a historical hub to help comparative education societies preserve and disseminate their respective histories. The chapter concludes with suggestions on how anyone can get involved to help contribute to the history preservation of comparative education at the individual, national, regional, and global levels.

Pictures are routinely identified as possible sources for researching history yet they are widely either neglected or underused. This article explores the use of pictorial materials, in particular photographs, in historical analysis. It describes some common, or standard, uses of photographs in historical writing, and critically discusses them. It identifies and examines methodological and ethical issues in using photographs as evidence. And it draws on a current project which is using a rich body of photographs as an integral part of its analysis of the history of one educational institution to explore these issues

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

A lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) community’s hunger for its history became an arena for creative, unorthodox work involving a library and information science (LIS) educator, librarians and other educators, and even a university library. The result was fundamentally collaborative, involving community and educational organizations; all inspired by social responsibility and community engagement goals, some of which can be found in a university mission statement. The story of these individuals and organizations begins with a drive toward a greater awareness of LGBTQ+ history, a goal that led to creating inclusive high school history curricula. Along the way, these efforts generated information resources such as a community-generated database, a temporary history exhibit, a conference, and a workshop geared to gay straight alliance (GSA) organizations in high schools. GSAs and their statewide supporting organization, the Illinois Safe School Alliance, were also the part of this work. While the larger goal of this work was to help diverse constituencies understand the importance of their history by developing, curating, and utilizing information resources that fulfill overlooked community information needs, this chapter comes to focus on a piece of that work, the development of Illinois’s first LGBTQ+ history elective. Consequently, this chapter can show how librarians and libraries can actualize social justice aims and thereby expand traditional library practices through sustained efforts that may lead to smaller specific goals, some of which may develop in unforeseen ways. The key is to expand the existing aims of libraries into sustained community engagement while remaining open to the opportunities that arise along the way.

Investigates the importance of English language sources of Friedrich Theodor Althoff (1839‐1908), a German of great influence both in his own country and, indirectly, in the United States. Explores some measures of his influence in education and international understanding. Examines a wide variety of sources. Explains how it could happen that an influential person would end up in intellectual history with almost no recognition. Challenges several conventional assessments. Althoff′s most important contributions are in print and more almost certainly exist in university archives, but the material is scattered and unorganized. Because we do not yet have the full story of this remarkable and complex man, firm conclusions about his influence are not yet possible.

The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia.

The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators.

The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy.

The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.

The aim of this paper is to begin a conversation about historicising the public relations (PR) curriculum in universities.

The paper discusses PR history and historiography to identify the underlying ideological and methodological influences. It considers scholarship on PR education, and the inclusion or, more often, the exclusion of history except where it serves to reinforce a narrative of steady, and apparently unproblematic, professional development. The paper reviews the presentation of history in textbooks and discusses the authors' experiences of teaching PR history. The paper concludes with a discussion of how the inclusion of history in the PR curriculum offers an important critical intervention in PR education.

The PR curriculum tends to meet industry expectations around practice and skills in order to develop students as future practitioners. But this paper argues that a more historical and historiographical understanding of PR can develop in students important skills in research, analysis and interpretation. It can also introduce students to working with ambiguity and alternate perspectives. Foregrounding new histories and challenging existing histories introduce students to richer and more complex understandings of PR. It also introduces students to epistemology and ethics, and therefore offers a way to introduce critical thinking into the curriculum.

A more historical understanding of PR develops student skills in research, analysis and interpretation as well as critical thinking.