In this chapter, Clark examines the parallel debates over content and methodology in Australian history teaching. These pedagogical concerns have been increasingly complicated in recent decades by discussions concerning the national narrative, and representation of the ‘Australian story’ in school syllabi. The revisionist critique of Australian colonial history, underscoring Indigenous perspectives on settlement and the ‘Stolen Generations’, as well as the social histories of women, migrants and workers, was in turn criticised by conservative commentators, who saw it as too progressive and politically correct. Public debate over content became infused with concern over pedagogy. The Australian history wars continue to polarise, demonstrating the ongoing anxiety around Australia’s national narrative and the politicisation of curriculum development.
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