2023 State Conference - Abstracts Day 2

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ABSTRACTS AND BIOGRAPHIES - DAY 2

Program  |  Day 1 Abstracts

DAY 2 - KEYNOTE - 2.1

Everywhen: Ways of Seeing Australian History beyond 1788
Professor Ann McGrath (Australian National University)

Synopsis:
The scope and scale of Australia’s history needs to be expanded to reflect its full story. Not only by extending its timespan beyond 1788, but by considering Indigenous ways of understanding temporality. Western styles of periodisation do not necessarily match Indigenous ways of thinking and talking about time, which has been encapsulated as the ‘everywhen’.  Indigenous historical practice relies on a variety of techniques beyond textual evidence, including performative practices such as art-making, story-telling, dance and song. In this talk, I will discuss what our Laureate team learnt about Indigenous languages of time. I will also showcase the digital history site Marking Country that we co-curated in partnership with representatives from several Indigenous communities. Motivated by a desire to transmit their cherished knowledge of Country to the younger and coming generations, they generously shared their knowledge via ceremony, walking on Country, oral history, rock art, film, and ancestral mapping.

Bio:
Ann McGrath AM is the Kathleen Fitzpatrick ARC Laureate Fellow in the School of History, Australian National University, where she holds the W.K. Hancock Distinguished Chair. Recent co-edited works include Everywhen: Australia and the Language of Deep History (with Laura Rademaker and Jakelin Troy: New South 2023), Routledge Companion to Global Indigenous History (with Lynette Russell: 2022) and Long History, Deep Time, (with Mary Anne Jebb: ANU 2015).  Her monograph Illicit Love: Interracial Sex and Marriage in the United States and Australia (U Nebraska 2015) won the NSW Premiers History Prize, General Category 2016, and her first book Born in the Cattle (1987) was awarded the inaugural Hancock Prize. She has curated museum exhibitions, worked on government enquiries and co-directed films, including (with Andrew Pike) ‘Message from Mungo’ (Ronin Films 2014). Their latest film, ‘Japarta’, will soon be completed.

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SUBKEYNOTE: Ancient History - 2.2A

An Ethical Conundrum? Egyptian Mummified Human Remains in Australia
Dr Melanie Pitkin (Chau Chak Wing Museum)

Synopsis:
The decision to display (or not) Egyptian mummified human remains has often exclusively resided with museum professionals and their reference to vague international guidelines (especially ICOM’s Code of Ethics). This has resulted with wide reaching approaches to their so-called ‘ethical’ display – from showcasing complete, unwrapped and wrapped mummified human remains through to individual body parts, interactive digital CT scans or refusing to display any mummified human remains at all. But in taking this approach we are neglecting the voices of two of the museum’s most important stakeholders – its audiences and source communities. 

In this session, Melanie will share the latest findings from museum visitor and community consultation work being undertaken at the Chau Chak Wing Museum, in collaboration with colleagues at Macquarie University and University College London. The session will explore the perspectives of researcher, museum visitor, modern Egyptian people, and museum professionals to what constitutes the ethical care, treatment, interpretation and display of Egyptian mummified human remains, especially in an Australian context. The session will also look at the semantics of referring to the ancient Egyptian dead, the purpose of mummification and ancient Egyptian religious beliefs, past colonial practices and Victorian era collecting, methods and results of modern scientific analysis and issues surrounding the restitution of mummified human remains. 

Bio:
Melanie Pitkin is Senior Curator of the Nicholson Collection of Antiquities at the Chau Chak Wing Museum, University of Sydney. She has more than 15 years of experience working in museums in Australia and the UK and providing support to colleagues at museums in Egypt. Melanie holds a PhD in Egyptology from Macquarie University, a Masters in Museum Studies from the University of Sydney, and an honours degree in Ancient History, also from Macquarie University. Prior to joining the Museum in February 2022, Melanie worked as a Research Associate (Egyptian Antiquities) at the Fitzwilliam Museum, University of Cambridge, playing a key role in the Museum’s cutting-edge, interdisciplinary research into its ancient Egyptian coffins. Prior to this she worked for more than a decade at the Museum of Applied Arts and Sciences, Sydney. Melanie is currently leading a number of important research projects at the Chau Chak Wing Museum, including an evaluation of the care, treatment, interpretation and display of human remains in its collection, as well as an ongoing community engagement initiative with the Egyptian diaspora in Australia.

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SUBKEYNOTE: Modern History - 2.2B

Revisiting Stalinism as Totalitarianism
Professor Mark Edele (University of Melbourne)

Synopsis:
This lecture explores the concept of ‘totalitarianism’ as it was applied to the Soviet Union under Stalin. Initially developed to describe Italian fascism and then German National Socialism, the term quickly spread to cover the Soviet case as well. By the 1950s, Stalinism had become one of the quintessential examples for ‘totalitarianism’ in the English speaking world. From the 1960s, however, it became increasingly unpopular among historians, for both political and disciplinary reasons. It was replaced by the notion of ‘Stalinism’, describing either one phase of the transformation of the Soviet regime, or an alleged aberration from true ‘Bolshevism’ or ‘Leninism.’ Meanwhile, in Eastern Europe and the Soviet Union, the concept of "totalitarianism" became popular among dissidents. From the 1980s and especially since the breakdown of the Soviet Union in 1991, this dissident use was mainstreamed and spread from the region to the transnational historical community. This keynote will sketch this history of the term and explore its usefulness as well as its limitations in understanding the Stalin period.

Bio:
Mark Edele is Hansen Professor in History and Deputy Dean in the Faculty of Arts at the University of Melbourne. He is the author of six books on the history of the Soviet Union, including Stalinist Society (2011), The Soviet Union: A Short History (2019), Debates on Stalinism (2020), and Stalinism at War: The Soviet Union in World War II (2021). His most recent book, Russia's War Against Ukraine: The Whole Story will be published by Melbourne University Publishing in August this year. He has worked in archives in Russia, Ukraine, Estonia, Latvia, Lithuania, Germany and the United States. He teaches the histories of the Soviet Union, of World War II, and of dictatorship and democracy in the nineteenth and twentieth centuries.

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SESSION 2.3A

Reconceptualising ‘Ancient History’ 
Dr Kavita Ayer (Girraween High)

Synopsis:
When does Ancient History start? This fundamental historical question is seemingly an innocuous one; however, the general paucity of discussion about this basic historical query exposes significant cultural and methodological assumptions about the teaching of Ancient History in schools in Australia. The modern field of Ancient History is inextricably linked to Classics, the study of Greek and Latin language, an area of study whose own history is mired in elitism, Eurocentrism and Orientalism. This paper suggests a broadscale re-examining of what – and which cultures – ought to be considered within ‘Ancient History’ in NSW schools as current syllabuses do not provide a broad framework for understanding the scope or periodization of Ancient History. The assumptions behind the often-unspoken divide between ‘history’ and ‘prehistory’, which excludes many Indigenous forms of knowledge about and memory of history, need to be challenged.  A more inclusive approach to conceptualising Ancient History enables us to question Eurocentric frameworks about the ancient cultures, to foster a more inclusive and nuanced view of the past and history and allow for a greater depth of historical thinking by our students.

Bio:
Kavita trained as an Roman Historian and now enjoys teaching history from a variety of time periods and perspectives at Girraween High School in western Sydney.

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SESSION 2.3B

The Nuclear Age and How to End It 
Dr Daryl Le Cornu (Western Sydney University)

Synopsis:
In her acceptance speech for the Nobel Peace Prize on behalf of ICAN on 10 December 2017, Beatrice Fihn stated that: ‘The end is inevitable. But will that end be the end of nuclear weapons or the end of us? We must choose one.’ In January 2023, the Doomsday Clock was set at 90 seconds to midnight! Today, the rules-based order is crumbling, reckless nuclear threats are being made, and nuclear arsenals are being modernised. The Nuclear Age in Year 12 examines how we arrived at this dismal situation. There is an obvious ‘active citizenship’ aspect to this option, as it includes the stories and actions of the courageous individuals and groups who pursued nuclear disarmament. There were notable successes in this quest, but the task was not completed. As is the case with climate change, action is needed now before it is too late. Understanding the history of the nuclear age is an obvious prerequisite in this task. This session will overview the key aspects of the topic, identify useful resources, provide practical ideas for teaching it, including how to develop the students understanding of key nuclear issues, well before the formal teaching in Year 12.

Bio:
Daryl Le Cornu has many years of experience teaching Modern History. He has a passion for teaching about world order, contemporary history, human rights, and nuclear disarmament. Daryl is a part-time history curriculum lecturer at Western Sydney University, and is a Board member of ICAN Australia.

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SESSION 2.3C

Rock Through History: A 21st Century Perspective 
Bernie Howitt (HTANSW)

Synopsis:
This paper is designed to support the forthcoming publication of a 3rd edition of Rock Through History, bringing the book into the 21st century. It will be designed to not only detail continuities and changes from the first two editions (1989 and 1994), but look at ways the material can now be effectively utilised across Stages 5 and 6 History subjects.

Bio:
Bernie has worked in teaching, writing, syllabus development and presenting on History locally, nationally and internationally since 1976. Former president of HTANSW.

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SESSION 2.3D

Augmenting Critical Thinking via Community of Inquiry in the History Classroom 
Dr Britta Jensen and Peter Laurence (Newington College)

Synopsis:
Discussion is an integral part of teaching in the humanities. However not all classroom discussions are equally educative or conceptually rewarding (Gardner, 2015). This interactive session will showcase the power and utility of engaging students in a collaborative dialogue known as a Community of Inquiry (CoI) in the history classroom. Using CoI pedagogy enables teachers to plan for, model, and track students’ critical thinking, especially when supported by associated conceptual activities. Learning to establish and maintain communities of inquiry is an option for every history teacher. Further PD will be made available to follow on from this exploratory session.

Bio:
Dr Britta Jensen is President of the Philosophy in Schools Association of NSW and Co-director of the Centre for Critical Thinking and Ethics (Newington College). A linguist/philosopher and educator, Britta earned an MPhil and DPhil from the University of Oxford (1999, 2003). Since 2006, she has worked in research and teaching capacities in Australia. She will be joined by her colleague from Newington College, Peter Laurence, to present this session.

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SESSION 2.3E

Emerging Digital Tech and Learning in the History Classroom 
Vince Wall (All Hallow’s School)

Synopsis:
Research indicates that synthesising edtech’s capacity with an inquiry pedagogy can lead to impactful and rich learning experiences. Through blending the use of digital tools with established approaches to teaching History, classrooms might transcend the ‘performative’.

This session will provide some practical takeaways for History teachers as they negotiate the exciting and daunting digital world. It argues that teachers should be excited about the vast range of digital options while acknowledging that these options to use can seem to be overwhelming. It recognises that teachers need to embrace emergent digital technology while, at the same time being mindful that we live in a world of data-mining. A world where billions of pieces of misinformation are just a smartphone away!

To thrive as learners and citizens in our digital world, young people need the help of History teachers who are comfortable in using digital tools. This session will help teachers continue on their journey to be teachers who mindfully apply digital tools within best-practice pedagogical approaches. It will prompt consideration of how History teacher might better connect students with their values and the big historical questions impacting upon our lives. 

Bio:
Vince is an experienced History teacher and Digital Pedagogy Project Leader at All Hallows’ School, Brisbane. He has decades of classroom experience, post-graduate qualifications in historical studies and educational leadership, and has authored numerous journal articles. His PhD studies focus on blending best-practice pedagogy with the use of emergent technology.

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SESSION 2.3F

New Histories in History Extension 
Stuart Madgwick (North Sydney Boys High)

Synopsis:
For students in History Extension - and indeed all history subjects – new histories provide students with interest, complexity and contestability. New Histories are important in challenging and transforming paradigms and methodologies, and finding new subject matter for historical discourses. Broader economic and environmental turns will be examined, as will be the increased interest in areas such as the histories of plagues, the decolonial and the indigenous, and inequality. The session will explore how the ongoing Russian war in Ukraine has intensified the conflicted histories of both nations, as well as critical issues of censorship and the national tradition in history writing. This session will then explore how to find, select and teach new histories that cater to student interests using a variety of resources and strategies. There will be accessible and concrete examples of how to have students understand, discuss and evaluate new case studies and issues in History Extension. Guidance will be given on how to enable students to practically integrate new histories into the Key Questions essay, and how to ensure that the Project is a vital space for the exploration of new historiography in areas of personal interest.

Bio:
Stuart is Head Teacher HSIE at North Sydney Boys High, and has taught at Cammeraygal and North Sydney Girls High Schools. He has an Honours degree in History from the University of Sydney, and extensive experience teaching History Extension, Modern and Ancient History. Previously he worked in the book industry.

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SESSION 2.4A

Whose Culture? Debating the Restitution of Historical Artefacts 
Sarah-Jayne Dooner (Wenona)

Synopsis:
The debate over the restitution and repatriation of historical artefacts from museums and institutions is a complex and contentious issue that offers a rich topic for HSC History Extension students. This presentation will explore the different perspectives involved in the debate and consider how it could be used within an HSC History Extension classroom. This debate could also be pared back for Year 11 Modern and Ancient History students studying The Nature of Modern/Ancient History unit(s). We will examine some examples of high-profile cases of repatriation and restitution such as the return of the Benin Bronzes to Nigeria, and the ongoing discussions over the Parthenon Marbles. These cases offer a unique opportunity for students to engage with the ethical and legal complexities of the issue, as well as the historical and cultural contexts that have shaped the debate. Furthermore, we will consider how this topic could be used to encourage students to think critically about the concept of cultural heritage, and how it is constructed, contested, and valued. By exploring the different perspectives involved in this debate, students will develop their skills of historical analysis and interpretation, and engage with key themes and concepts in the HSC History Extension syllabus.

Bio:
Sarah-Jayne Dooner is a passionate History Teacher who has experience teaching Stage 4 and Stage 5 History, HSC Ancient History and HSC History Extension. She is accredited as an Experienced Teacher with the AIS and has been an HSC marker for both the Ancient History and History Extension courses.

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SESSION 2.4B

What was Stalin Thinking? Ideology in the USSR, 1928-41 
Jonathon Dallimore (HTANSW)

Synopsis:
The HSC Modern History National Study Russia and the USSR (1917-41) requires students to engage with the key feature and issue of ‘Bolshevik ideology in theory and practice’. Sometimes it is easier to see this as more relevant to the Lenin period of the topic (roughly 1917-24) than the Stalin period (roughly 1928-41). This may be because many commentators once tended to claim that Stalin initiated a ‘great retreat’ from Bolshevik ideology from the early-mid 1930s abandoning core elements of the ideas set out by Lenin and turning towards more familiar patterns of Russian nationalism and authoritarian individual rule. Many historians over the past 30-40 years have, however, challenged this by using archival material made available after 1991 to reassert the importance of ideas to Stalin’s decision-making. This session will try to introduce some of this literature and distill it into some useable models for exploring the role of ideology in the USSR under Stalin with a focus on trying to begin to understand what Stalin believed (that is: what his ideology was).

Bio:
Jonathon Dallimore is currently the Executive Officer (Professional Services) at the History Teachers' Association of NSW. He is the author of several junior and senior History textbooks and has had a keen interest in Russian and Soviet history for many years. He travelled to the Russian Federation in 2018 on a study tour after winning a NSW Premier’s Teacher Scholarship.

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SESSION 2.4C

Panel: Using Museum Pedagogy to Engage Students in History
Dr Rebecca Kummerfeld (Museums of History NSW)

Synopsis:

Museums offer students experiential, hands-on, object-centred, engaging opportunities to learn history. Museums partner with teachers to bring the past to life for students.  Join this panel of staff from the Anzac Memorial, Chau Chak Wing Museum, Museums of History NSW and Sydney Jewish Museum to explore their dif-ferent approaches to connecting students with history. 

This discussion will cover the ways these museums use collections and first-person accounts to stimulate em-pathetic understanding; experiential sensory learning to foster deeper engagement; place-based experiences to consider questions of belonging, performance and verbatim theatre to consider different historical perspec-tives; and object-centred learning to develop deep observation and critical thinking in source analysis.

Teachers will take away inspiration they can apply in the classroom to make their lessons more impactful and discover resources to support their teaching both inside and outside of the classroom.

Bio:
Dr Rebecca Kummerfeld brings together a background in history, teaching and museum education to create meaningful learning experiences that inspire curiosity, build empathy and encourage critical thinking. Rebecca is Learning Manager at Museums of History New South Wales, and has previously led learning teams at the Sydney Jewish Museum and the North Lincolnshire Museum Service in England.

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SESSION 2.4D

Causation, Connections and Chance for Year 7 to Year 12
Dr Bruce Dennett (Macquarie University)

Synopsis:
This session has two points to make: 1. History is a unique form of knowledge – it is not a social science; and, 2. History education at all levels needs to prioritise concepts. 

History is a distinct form of knowledge. It is not just the story of what happened. In the words of R.G. Collingwood: ‘Education does not mean stuffing a mind with information; it means helping a mind to create itself’. In 1965 Paul Hirst made what was an enduringly influential claim for the philosophy of education that History was one of seven logically distinct ‘forms’ of knowledge. He nominated mathematics, physical sciences, human sciences, history, religion, literature the fine arts and philosophy. Each of them operates with its own unique concepts. Hirst distinguished history from the human sciences. Hence with respect to HSIE departments and to the jurisdictions that teach history under the umbrella of the humanities and the social sciences, it is dangerous to blur the distinction. History is different. To ignore this reality impoverishes the subject and your classroom. Furthermore, note that Hirst and R.S. Peters argued in their book The Logic of Education published in 1970 that education and curriculum in schools needed to be organised around central concepts.

Bio:
Dr Bruce Dennett has a Ph.D. in History and a Master’s Degree in Education. He is a Member of the Australian College of Educators. In 2019 the College acknowledged his contributions to education with an award for excellence in teaching. He currently teaches Critical Thinking  to Secondary students.

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SESSION 2.4E

Integrating Experiential Learning into the Secondary History Classroom
Annabel Elliot (The Rockhampton Grammar School)

Synopsis:
This seminar will give practical and useable ideas for integrating meaningful experiential teaching and learning activities in the Secondary History Classroom. These activities will also be aligned with skills and content outcomes across the 7-12 curriculum. This Workshop/Seminar will give you engaging ideas, step by step lesson plans and resources that can be adapted to suit most situations, classrooms, year groups and students. Even the most disengaged classes can gain something from experiencing History in a physical and practical way. With so many demands on a teacher’s time, experiences like this are often just one thing too many to plan for, but with the resources, knowledge, and confidence from this Workshop/Seminar, you will be ready to deliver fun, valuable, and worthwhile experiential learning activities to your classes next week!

Bio:
Annabel Elliot has taught in secondary and University classrooms and has a passion for History education. A graduate of St Andrews University (Scotland) and Victoria University (Melbourne), Annabel is also embarking on a PhD in History Education. Currently teaching Humanities and Senior Ancient and Modern History at The Rockhampton Grammar School, Annabel is a firm believer in the integration of relevant, valuable experiential learning to deeply engage students throughout their History education.

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SESSION 2.4F

Documenting the Holocaust – The Work of Father Patrick Desboi and Yahad In Unum
Greg Keith (St John Paul College)

Synopsis:
Yahad-In Unum is a research and education organisation that has documented over 3,000 World War II massacre sites across the former Soviet Union. Headed by Father Patrick Desbois, the group uses a wide range of traditional and high-tech methods to locate and document mass killings of Jews in the occupied territories. Key to their approach has been recording interviews with witnesses and uploading these to their website.

This presentation will focus on the methodologies of Yahad In-Unum, their contribution to our understanding of the Holocaust by Bullets, and the effectiveness of their interactive website in disseminating the results of their research. Participants are encouraged to view the website (https://www.yiu.ngo/en) prior to the presentation.

A study of Yahad-In Unum provides clear connections to the Year 11 Modern History Syllabus (The Construction of Modern Histories); Year 12 Conflict in Europe (The nature and effects of the Holocaust in the Occupied Territories); and Year 12 History Extension (analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations). The material is not suited to Stage 5 students and participants are advised that certain descriptions in this presentation can be confronting.

Bio:
Greg Keith is Head of History at St John Paul College, Coffs Harbour, and a PhD candidate at the University of Sydney. His research focus is on Holocaust education, specifically in diverse classroom settings. He holds a MA in Modern History from Macquarie University and a MA in Holocaust Studies from the University of Sydney.

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SESSION 2.4G

EXCURSION – Chau Chak Wing Museum Tour

Synopsis:
In this guided site tour, attendees will discover the University of Sydney's new Chau Chak Wing Museum and its unique collections of science, history, art, archaeology and antiquities, natural history and Indigenous Australian culture. The tour will also provide insights into the CCWM's interdisciplinary approaches to understanding the past.

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SESSION 2.5A

A Cretan Mystery: Reinvestigating Anemospilia with Students
Alex Thompson (Canberra Grammar School)

Synopsis:
In 1979 excavations at the site of Anemospilia on Mount Juktas, Crete uncovered a structure that the excavators suggested was an undisturbed Late Bronze Age Minoan temple with great significance for understanding Minoan society and religion. From the artefacts and remains of four individuals found inside, they reconstructed a bloody scene of human sacrifice to assuage the chthonic gods, cut short only by a violent earthquake that buried the site. The subsequent 40 years of scholarship on the site has complicated and contested many aspects of their original interpretation. This presentation will provide an overview of a school-developed unit based on a ‘desk-top’ reanalysis of Anemospilia, suitable for Elective or Preliminary Ancient History (especially helpful for students going on to study Minoan Crete in their HSC). We will review the excavation and finds, exploring the issues of the dating, cause of destruction, function and typology of the building, the deity worshipped, identities of the deceased individuals, and the likelihood the site is an example of human sacrifice. Classroom-ready resources that enable students to experience what it is like to be a historian and examples of assessment strategies will also be provided.

Bio:
Alex Thompson is the Head of History and Aboriginal Studies at Canberra Grammar School where he has taught since 2014. He has a passion for teaching about the ancient and modern worlds, and is always exploring new ways to engage students and expose them to up-to-date research.

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SESSION 2.5B

Myth and Misogyny: Assessing Agrippina
Luke Simkins (MacKillip College)

Synopsis:
Through an analysis of the ancient, archeological and contemporary sources attendees will evaluate the various literary and physical sources in an attempt to ascertain who the real Agrippina the Younger was. Through unravelling the mythology from the history, this seminar will evaluate the way in which gender stereotypes have been perpetuated to create a distorted image of the most powerful women in the ancient Roman world.

Bio:
Luke possesses over 14 years experience as a highly accomplished and progressive learning leader. He is currently the Senior Judge for the Modern History Standards-setting Operation and has held other various roles through NESA, such as Pilot and Senior Marker. Luke has been appointed to various roles of substantial responsibility in both welfare and teaching and learning throughout his career and is currently the HSIE Coordinator at MacKillop College, Bathurst. 

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SESSION 2.5C

Picture This: Analysing Visual Sources to Illuminate the Past
Anne Gripton (AISNSW)

Synopsis:
HSC RAP data and marker feedback has continuously shown that students struggle with analysing visual sources. Perhaps it’s time to rethink our approach. Visual sources offer a unique perspective of the past, providing myriad insights into people, culture and events. They can be an engaging and relatable way for students to connect with history, but they often struggle with the layers of meaning. This session will examine the use of visual sources in history for students across Years 7 to 12. Specifically, we will explore the use of cartoons, photographs, films and art, and how these sources can be analysed using a range of approaches to gain a deeper understanding of the past. This session will also look at how the use of visual sources can help to develop students’ critical thinking skills as they learn to question the images they encounter, and aims to support teachers in developing in their students a more nuanced and complex understanding of visual sources, and thus, the past.

Bio:
Anne is an experienced History educator, having worked across a wide range of schools teaching Ancient, Modern, Extension, IB and junior history. She is the Vice President of HTANSW, contributing articles to their journal. Anne has been an examiner, assessor and marker for the HSC, and is committed to supporting History educators.

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SESSION 2.5D

How to Create an Historical Digital Escape Room
Tara Ellam (Turramurra High School)

Synopsis:
This session will focus on using Google Forms to create a simple historical Digital Escape Room. We will look at the aim, features, ‘formula’, and design of an online escape room, as well as some basic puzzle formats in order to help you develop your own escape room. Sample escape rooms on the Vikings and the Vietnam War will be demonstrated to enhance understanding of the structure and layout. While not essential, participants can bring a device to experiment with Escape Rooms during the session. No prior knowledge of Google Forms is necessary. This session is aimed at teachers who are new(ish) to creating online escape rooms.

Bio:
Tara is a humanities teacher from Sydney with a keen interest in developing teaching and learning strategies which promote student engagement in critical and creative thinking. Tara has taught in government schools for 20 years, has had various resources published in teaching journals, and has presented on constructive pedagogy at HTANSW and HTAA conferences.

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SESSION 2.5E

Listen and Remember: Utilising the Testimony of Survivors of the Genocide Against the Tutsi
Dr Ari Lander (Kumva and Kwibuka), Olivier Kameya and Agnes Bunani

Synopsis:
The Genocide of the Tutsi changed Africa, had global ramifications and led to a small but growing number of survivors coming to Australia. Kumva and Kwibuka has been founded by survivors of the Genocide against the Tutsi as an education program that brings two survivors into classrooms to share their recollections in a carefully moderated interview that teaches about the historical details while also examining the essential role of survivor recollections when we teach about genocide. This paper will offer a unique opportunity to learn more about the Kumva and Kwibuka program and hear from two survivors of the Genocide who helped establish Kumva and Kwibuka: Listen and Remember. In this session, Ari will be joined by Mr Olivier Kameya and Ms Agnes Bunani.

Bio:
Dr Lander was previously Education manager at Kinchela Boys Home Aboriginal Corporation. He was also an education officer at Sydney Jewish Museum for 7 years. He completed his doctorate at UNSW where he lectured and tutored for 7 years. He is a co-founder of Kumva and Kwibuka: Listen and Remember.

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SESSION 2.5F

Classroom Design and Student Engagement
Kristie Lee Knight (St Stanislaus College)

Synopsis:
Have you ever considered the impact your classroom space has on your students? Take a deep dive into how a flexible classroom design and the inclusion of multiple, small collaborative spaces can impact both engagement and build positive relationships with your students.

Bio:
Kristie-Lee has a specific interest in Inquiry Learning and Classroom Design while supporting staff wellbeing and developing student autonomy. Opportunities in every classroom to immerse students in historical thought by stepping outside of traditional learning environments is critical to learning while supporting staff every step of the way to develop the necessary vulnerability to engage and succeed.

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