000			01755nam a22002537a 4500
003			ZW-GwMSU
005			20210427092505.0
008			210426b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aHarrison, Neil _eauthor
245	1	0	_aCountry teaches: the clinical significance of the local in the Australian history curriculum / _ccreated by Neil Harrison
264			_aLos Angeles _bSage _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume 57, number 3 , _aAustralian Journal of Education
520			_aThis article develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new Australian history curriculum. Various proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. This article eschews the traditional concepts used by historians to teach and interpret history, in order to observe how the country can teach the student
650	4		_aHistory
650	4		_a Australian history
650	4		_a History teaching _x Indigenous cultures
856			_uhttps://doi.org/10.1177/0004944113495505
942			_2lcc _cJA
999			_c156703 _d156703