Using Australian history as a case study, this collection explores the ways national identities still resonate in historical scholarship and reexamines key moments in Australian history through a transnational lens, raising important questions about the unique context of Australia's national narrative. The book examines the tension between national and transnational perspectives, attempting to internationalize the often parochial nation-based narratives that characterize national history.
Moving from the local and personal to the global, encompassing comparative and international research and drawing on the experiences of researchers working across nations and communities, this collection brings together diverging national and transnational approaches and asks several critical research questions: What is transnational history? How do new transnational readings of the past challenge conventional national narratives and approaches? What are implications of transnational and international approaches on Australian history? What possibilities do they bring to the discipline? What are their limitations? And finally, how do we understand the nation in this transnational moment?
This book presents a survey of approaches to dealing with `rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the `history' or `culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative?
Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers.