HTAA Conference - Abstracts Day 1

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ABSTRACTS AND BIOGRAPHIES - DAY 1

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DAY 1 KEYNOTE - 1.1

Bennelong & Phillip: Unravelling the History of Australia’s Foundation
Professor Kate Fullagar (Australian Catholic University)

Synopsis: 

In this keynote, Kate Fullagar will talk about her latest book, Bennelong & Phillip: A History Unravelled (Simon & Schuster, 2023).  Bennelong and Phillip were leaders of their respective people in the first encounters between the Yiyura (Eora) and the first fleet. Because modern Australia deems the period around 1788 to be foundational to its sense of self, Phillip and Bennelong have come to assume outsized roles in the national imagination, representing something essential about both settler arrival and Aboriginal possibility. In order to tackle these myths, Fullagar chose to write their entwined biographies in reverse order. She will discuss in this talk both her book’s method and its research, exploring fresh ways to approach both early colonial and ongoing Indigenous histories. 

Bio:

Kate Fullagar is a professor of History at Australian Catholic University, a Fellow of the Australian Academy of Humanities and co-editor of History Australia, the journal of the Australian Historical Association. She is the award-winning author of The Warrior, the Voyager, and the Artists: Three Lives in an Age of Empire (Yale, 2020), which explores Pacific, British, and Native American history in the eighteenth century. Her most recent book is Bennelong & Phillip:  A History Unravelled (Simon & Schuster, 2023).

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DAY 1 SUB-KEYNOTE - 1.2A

Stories of Huts and Soil: Early Rome from Antiquity to Today
Dr Alina Kozlovski (University of New England)

Synopsis:

Early Rome, as a period and as a space, lies at the nexus of history, archaeology, and mythology as ways of thinking about the past. In this talk, Dr Kozlovksi will explore how the stories of this part of the city’s history have been reconceptualised and represented throughout time, by the Romans themselves and in more recent contexts. The republican and imperial periods provide us with reports of remains such as Romulus’ hut which ensured that the city’s beginnings existed within its later iterations. More recently, examples such as Giacomo Boni’s huts and sections of the famous Mostra Augustea della Romanità in the 1930s achieved a similar effect. Through different examples, she will explore how this period can be a useful case study for looking at how the layering of repeated curations affects how we study the past more broadly.

Bio:

Dr Alina Kozlovski is the Lecturer of Digital Innovation (Ancient History and Archaeology) at the University of New England. Prior to this role, she worked in museums in the US, UK, and Australia including on exhibitions such as Buried by Vesuvius: Treasures from the Villa dei Papiri at the Getty Villa and The Invisible Revealed at the Powerhouse Museum in Sydney. She completed her PhD at the University of Cambridge and has held postdoctoral fellowships at the British School at Rome and at the Powerhouse Museum. Her research focuses on concepts and histories of curation, starting from ancient Greece and Rome to the contemporary world, and on the role of copies, both material and digital, in museum collections.

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DAY 1 SUB-KEYNOTE - 1.2B

Why Russia Matters
Dr Oleg Beyda (University of Melbourne)

Synopsis:

The Marxist historian Mikhail Pokrovskii labelled history as ‘politics projected into the past’. Over the last twenty years, this approach has become increasingly entrenched in Eastern Europe and the Russian Federation. A host of laws guard national images, but what led to such an investment in the recent past, which supposedly ended in 1991? This lecture explores the complexities of contemporary Russian federal memory-making and genuine grassroots nostalgia. The varying perceptions of the Soviet century continue to drive discussions in Russian domestic life and shape the relationship between the Russian state and its subjects. The keynote will outline the main axes of this Russian ‘agreement over history,’ attempting to answer whether history can serve as a remedy for contemporary instability or if it is doomed to remain a battleground. In addressing these themes, the keynote will provide insights into constructions of Russian history and its public uses. This has important implications for the way aspects of the Russian past are taught in schools including debates about continuity and change across Russia’s past, how the Soviet era and key figures such as Lenin and Stalin are understood and how perspectives of this history shape contemporary debates.

Bio:

Dr Oleg Beyda is the Hansen Lecturer in Russian History at the University of Melbourne. He is a multi-lingual historian focusing on diaspora studies (the first and second waves of migration from Russia after 1917) and the Second World War in Eastern Europe. He has authored multiple publications on military and civil collaboration in Europe during the Second World War, Russian emigration, and the German-Soviet War, including those for Cambridge University Press (2017), European University of Saint Petersburg (2018), Palgrave Macmillan (2020), George Washington University (2021), and Central European University Press (2024). Dr Beyda has extensive teaching experience in Soviet history, the historiography of Stalinism, the history of the world since 1750, and the global history of World War Two.

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THU SESSION 1.3

The Australian Wars: Navigating the Shared History of Frontier Conflict (Panel)
Rachel Perkins, Alex Shain (Culture is Life), and Dr Stephen Gapps (History Council of NSW)

Synopsis:

The Australian Wars is a ground-breaking three-part documentary series that gives voice to the longest and perhaps most defining war on this soil, that established the Australian nation. Culture is Life’s Aboriginal-led and co-designed educational resources aim to increase awareness and better understanding of our nation’s true history and work to ensure Aboriginal cultural content, values and approaches to wellbeing are a core part of Australian education. Join creator of The Australian Wars series, Rachel Perkins, Culture is Life’s Thara Brown and guests, as they explore the themes the documentary puts forward and why it is important we teach this shared history with culture and healing in mind.

Bio: TBC

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THU SESSION 1.4A

Marcus Antonius and the Atropatene Campaign
Khaled Moreno (Elizabeth MacArthur High School)

Synopsis:

In the year 36 BCE, Marcus Antonius initiated a military expedition against the Parthian Empire, aiming to solidify his legacy as one of the great conquerors of the Roman realm amidst his ongoing rivalry with Octavian. The historical accounts of Antony's Atropatene campaign present a striking dichotomy. This presentation attempts to examine these primary sources, seeking to ascertain the degree of success or failure attributed to Antony's endeavour. By delving into the nuanced perspectives conveyed by the ancient sources, a more comprehensive evaluation of Antony's character can be undertaken, particularly within the context of Roman political instability. The emergence of historical revisionism has prompted a reevaluation of Antony, positing him as a figure of political acumen, contrary to Octavian's portrayal. Consequently, there persists a long unending dialogue aimed at scrutinising Antony's character, a dialogue this presentation intends to illuminate through the lens of Antony's Atropatene campaign and his subsequent actions. Ultimately, it will be demonstrated that comprehending Antony's motivations and actions proves to be a formidable challenge, owing to the divergent accounts presented by the historical sources.

Bio:

Khaled Moreno is presently pursuing a Master of Teaching (Secondary) while concurrently serving as an early career teacher at Elizabeth Macarthur High School. Preceding this, Khaled attained a Bachelor of Arts in Ancient History/History, followed by an Honours year in History. Research during their Honours year focused on the examination of the spectacle of public executions in Tudor England.

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THU SESSION 1.4B
‘Why didn’t you listen?’ Australian Historiography Revisited
Rebecca Langham (NSW Department of Education)

Synopsis:

Henry Reynolds published Why Weren't We Told in 1999, and more questions have arisen than answers. Writers such as Stanners and Rolls have suggested that instead of asking why we weren't told, a more pertinent question might be "why didn't you listen?" Australian historical discourse remains a fascinating and complex field of study. We will explore some of the voices contributing to ongoing and evolving debates around Australian histories, and some of the voices working to decolonise Australian histories and memories via both academia and popular culture. With curriculum reform on its way, this session will target those newer to teaching History Extension or Modern History, and those eager for a refresher in Australian historiography. 

Bio:

Rebecca Langham is secondary teacher and former head teacher currently working as a Curriculum Advisor, Modern History for the Department of Education. With a background in Modern History, Ancient History, English, and Gender Studies, and ongoing studies in Indigenous Cultural Competency, she is dedicated to fostering inclusive and enriching educational environments. Based in western Sydney, Rebecca is passionate about empowering students to engage critically with the past.

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THU SESSION 1.4C

Sense and Sensitivity: Managing Difficult Conversations in the History Classroom
Anne Gripton (HTANSW)

Synopsis:

How do we navigate the delicate balance between historical accuracy and emotional sensitivity in the classroom? As history educators, we are tasked not only with imparting knowledge but also with fostering critical thinking and understanding perspectives. However, discussions on contentious historical topics often evoke strong emotions and diverse responses. This session aims to equip teachers with practical skills and effective strategies to navigate such conversations with grace and integrity. Drawing from research and real-world experiences, we will explore techniques for creating a safe and inclusive learning environment, facilitating respectful dialogue, and addressing challenging questions from students. By embracing both sensitivity and scholarly rigour, educators can empower students to engage thoughtfully with the complexities of history and the present day.

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 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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THU SESSION 1.4D
Creating the Active Citizen: Perspectives on History & Citizenship in Education
Michael Condie (Cranbrook School)

Synopsis:

The study of history in schools has long been entwined with civic and citizenship education in NSW and Australia. It has also been a source of public and political debate. The aim of this paper is to discuss different perspectives on the role of history citizenship education including whether it focuses on transmitting core knowledge, developing skills, critiquing society and whether there should be a focus on political or social history. It will also consider challenges to effective implementation. 

Bio:

Michael Condie is a History teacher and Housemaster at Cranbrook School and also serves as a Board Director for HTANSW. He has broad interest in civics and citizenship and the role the history syllabus can and should play in educating for active citizenship. His honours thesis looked at debates about the active citizen in the 1992 NSW History Syllabus. In 2022 he published a coauthored piece for Teaching History that provided a brief overview of the last 50 years of History syllabuses in NSW.

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THU SESSION 1.4E
The Forgotten War: Korea, 1950-53
Dr Denis Mootz (HTANSW), Paul Foley (HTAA) and Dr Jongwoo Han (Korean War Legacy Foundation)

Synopsis:

For a nation that has arguably made a practice of fighting ‘other peoples’ wars’, the Korean War is both unique, and relevant for Australian students in a number of ways. The 1950-53 conflict was the first war fought by United Nations forces, in the creation of which organisation, Australia can claim to have played a significant role. The Korean War was the first occasion on which the US failed to win a foreign war: the third largest war in American history, with no clear-cut victory on either side and with neither side completely satisfied. It was also the first conflict of the Cold War, which dominated world affairs for four decades, and as we are now aware, was the beginning of the global geopolitical rivalry between USA & China which will dominate our world for the near future.

This session has a number of aims:

  • Promoting the study of the Korean War, by exploring where this topic may fit into the Australian Curriculum: History, and its numerous variations taught in the states of Australia.
  • Plans for the preparation of classroom resources
  • The intended addition of a Korean War topic to the National History Challenge,
    Introducing the possibility of a major international competition & prize for students.

Bio:

Dr Denis Mootz taught K-12, mostly 7-12 History and Ancient History, for forty years in NSW. Concurrently for two decades, he also co-ordinated and lectured in History Method courses at UNSW.

Dr Jongwoo Han is non-resident fellow at the Sejong Institute, Republic of Korea, President of the Korean War Legacy Foundation & The World History Digital Education Foundation.

Paul Foley is Humanities Learning Area Coordinator at Loreto College, Adelaide. Paul is current HTAA Vice-President (Past-President 2015-2020). He was also South Australian President, HTASA 2007-2020. In 2020, Paul was awarded ‘South Australian History Teacher of the Year,’ and in 2021 he was awarded ‘The Department Head of the Year for Australia,’ in the Australian Education Awards. 

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THU SESSION 1.4F

What would Karl Marx think of ChatGPT?
Adrian Cotterell (Emmaus Christian College, Adelaide)

Synopsis:

The tech industry is calling for a fundamental disruption to education driven by Artificial Intelligence. While these advancements hold significant potential, it is critical to examine the economic machine driving the technology sector. Drawing upon Marx's critique of capitalism and its propensity to distort humanistic intentions, this presentation will argue against blindly trusting the premise of the edutech revolution. The narrative around AI in education should be primarily guided by educators themselves. By placing teachers at the helm, we can preserve a holistic, human-centred purpose of education that transcends a mere utilitarian approach. This session will also provide some practical examples of how Generative AI can be used purposefully in history classrooms. 

Bio:

Adrian Cotterell currently serves as the Director of Studies at Emmaus Christian College (SA) and is also a passionate History and English teacher. With a background in postgraduate studies focused on quality assessment design, Adrian emphasises the importance of expert teachers guiding the integration of AI technologies in their classrooms. 

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THU SESSION 1.4G

The Unending Dialogue of Truth
Courtney Dawe (Prince Alfred College, Adelaide)

Synopsis:

This is a presentation designed to encourage teachers to feel comfortable making use of evolving historical debate and sources to guide our students' understanding of the changing nature of history. Historiography is a critical part of inspiring engagement within our classrooms and can be used to show students that there can be many interpretations rather than one truth in the study of History; it is an unending dialogue.

Bio:

Courtney is a History teacher at Prince Alfred College, an all-boys school in Adelaide, where she has been for 15 years. She also has experience teaching at the Shrine of Remembrance in Melbourne, and is interested in how to engage teenage boys in history while also developing their understanding and skills.

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THU SESSION 1.5A

Experiential Approaches to Teaching Australia’s Deep Time History
Dr Georgia Stannard (La Trobe University)

Synopsis:

The deep time Australian story begins more than 65,000 years ago. Of this long and diverse history, less than 1% is recorded in written documents. It is therefore essential that Australian students are introduced to key sources of primary data relating to both the deep time story of people and of Country. Archaeology (the excavation, analysis and interpretation of material culture from the past) and palaeoecology (the interpretation and reconstruction of past landscapes, climates and ecologies) are two such disciplines, both of which feature prominently in the Australian Curriculum (v9) Year 7 unit ‘deep time history of Australia’. Fortuitously for teachers, both archaeology and palaeoecology are outstanding examples of interactive and engaging disciplines which ideally lend themselves to experiential and object-based learning approaches. This workshop will equip teachers with core foundational knowledge for both archaeology and palaeoecology that can be directly applied to their classroom teaching using engaging, hands-on techniques. The workshop is ideal for those wanting to build their confidence in primary sources analysis relating to the Australian deep time context.

Bio:

Dr Stannard is a Lecturer in the Department of Archaeology and History at La Trobe University, specialising in archaeological education and the Deep Time story of Australia’s cold climate landscapes. She is the current co-chair of the Australian National Committee for Archaeology Teaching and Learning.

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THU SESSION 1.5B

The Anzac Legacy in the Eastern Mediterranean
Panayiotis Diamadis (Waverley College)

Synopsis:

Across both World Wars, the Anzac Corps and other Australian and New Zealand units have a great legacy of achievements - on and off the field of battle. According to the new Syllabus, within the Depth Study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919), teachers must guide their students through ‘Significant groups, individuals, ideas, beliefs, practices and events in Australia: making a nation – from Federation to WWI’. This includes ‘Australia’s civic action and humanitarian response during WWI’. This illustrated presentation provides educators with an introduction to the service of the Anzacs and Australian civilians in Hellas, Cyprus, Egypt and other lands around the Mediterranean basin between 1914 and 1945. The presentation and its associated resources are aligned with the new Stage 5 History Syllabus and with the Representations of Anzac option in HSC History Extension.

Bio:

Dr Panayiotis Diamadis teaches senior History at Waverley College. A genocide scholar by training (The University of Sydney), he is an active researcher and public speaker. A particular focus of his research is the Anzac legacy around the eastern Mediterranean.

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THU SESSION 1.5C

Innovative Pedagogy through Transdisciplinary Learning: Popular & Counter-Culture
Kirsty Bekker & Yolande McLaughin (Sacred Heart College, Geelong)

Synopsis:

Art by nature is reactive, prophetic and also serves as a record of times past. The arts allow students to engage with history through recognition of symbols, people, places and artifacts. By combining with a depth study in history ‘Popular Culture and the CounterCulture Movement of the 1960s - 1970s’ students see their world through the context of a social, political and economic lens. Through a transdisciplinary approach students engage, visualize, imagine, experience, consider, immerse and react to history. The arts facilitate a gateway to the vast human questions posed during a turbulent social era which has had a profound impact on society today. In this workshop teachers will walk away with practical advice and a structured teaching sequence to foster, develop and implement a transdisciplinary mindset that integrates knowledge, skills and perspectives which cross disciplinary boundaries, sparking innovation and collaboration.

Bio:

Kirsty Bekker is an experienced Humanities educator at Sacred Heart College Geelong focusing on inter/transdisciplinary pedagogy. Experienced in developing authentic, engaging interdisciplinary learning opportunities that facilitate students being able to take their learning beyond the classroom. This passion has led Kirsty to embark on further studies in transdisciplinary curriculum and pedagogy and challenging single discipline-based mindsets.

Yolande McLaughlin is a passionate Arts educator who believes art can change the world, or at least the way we see the world. Enjoying collaborative practice which is made richer by bringing together and celebrating the skills and accomplishments of others. She enjoys the challenge of Interdisciplinary Units, and the joy of being inspired by her colleagues and students.

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THU SESSION 1.5D

Igniting Curiosity through Object-Based Learning in the History Classroom
Nicole Baker, (Ravenswood)

Synopsis:

This presentation will explore the ‘unending dialogue’ of historical sources through the transformative potential of Object-based Learning (OBL) within the History classroom. Emphasis will be placed on the capacity of OBL to ignite curiosity and foster positive wellbeing experiences for students while engaging with a range of objects (physically and digitally). Drawing from academic research and practical experiences gained through a Ravenswood Institute Fellowship on Object-based Leaning, this presentation will include real classroom examples, research-backed evidence, data on student reception and a reflective analysis on the benefits and challenges of implementing OBL in the History classroom. Participants will leave equipped with actionable techniques to enhance teaching and learning, and a greater awareness of the positive wellbeing benefits of Object-based Learning within schools.

Bio:

Nicole is an experienced History teacher from Sydney with an interest in the benefits of object-based learning in the History classroom. As a Ravenswood Institute Fellowship recipient, she has recently returned from Europe where she met with experts in OBL to discuss best practice for schools.

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THU SESSION 1.5E

The Experience of Australia’s Italians and World War II
Fran Musico Rullo (St Patricks College, Campbelltown)

Synopsis:

A study of the Australian homefront in World War II is a feature of the Stage 5 Syllabus and some units in Stage 6. While much emphasis in these courses has been placed on the mobilisation of the homefront, this paper is a case study on the experience of Australia’s Italians during World War II. When Italy declared war in June 1940, Italian migrants living in Australia and those of Italian heritage were considered ‘enemies’. This paper is a case study on the varying experiences of Australia’s Italians during World War II. This will include discussion on the surveillance and monitoring of Italians, the internment of 5000 Italians and the dislocation and prejudice experienced. It will look at the Italian Fascist and Anti-Fascist movements that emerged in Australia in the 1920s and 1930s. The paper will also explore the 18,000 Italian POWs captured in North Africa and brought to Australia to ease the manpower shortage. An emphasis will be placed on how to use online primary sources available through the National Archives of Australia and Trove as part of this case study.

Bio:

Francesca (Fran) Musico Rullo is a senior History teacher at St. Patrick’s College for Girls, Campbelltown. Her research interests include Australian migration and war history and has published in these fields. In 2017 she established a College History Club whose projects have won several Anzac Day Schools’ Awards. 

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THU SESSION 1.5F

Using The Simpson Prize and National History Challenge in Years 7-12
Paul Foley & Liz McGinnis (HTAA)

Synopsis:

This workshop will focus on the Simpson Prize Competition and its role as a unique learning experience for Year Nine and Ten Students, especially in its new format. The Simpson Prize Competition provides teachers with a ready to use assessment task and challenges students each year to respond to a question/proposition using the provided 7-9 primary and secondary sources balanced with their own research. The competition may be incorporated into any History/HASS curriculum as a Year 9 and/or 10 History task. Furthermore, the Simpson Prize Competition enhances source analysis skills in our students as they progress through the Australian Curriculum: History and in their Senior Years. The National History Challenge portion of this workshop will offer advice on how to use it to develop students’ critical thinking skills, their research capacity and love of History. The free-to-enter Challenge can be programmed at any school year level to help achieve Australian Curriculum general capabilities as well as History-specific knowledge and skills. ‘Tips and tricks’ for achieving success for your students will be offered. You will be guided to make the most of the Challenge’s extensive resources and advised on how to assist your students to present their work in a variety of formats.

Bio:

Mr Paul Foley is Humanities Learning Area Coordinator at Loreto College, Adelaide. Paul is current HTAA Vice-President (Past-President). He is a regular contributor to PD activities for History teachers. Paul represents History teaching on various boards and is Chair of the Simpson Prize Competition.

Ms Liz McGinnis is Chair of the National History Challenge and Vice President of the HTAA since 2020. Liz has presented at numerous History conferences, workshops, teach-meets and student seminar days and collaborated on various History-related publications. Liz is a life member of the ACT HTA and has most recently taught future History teachers at the University of Canberra.

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THU SESSION 1.5G

Navigating the Tapestry of Time: Dynamic Pedagogy and Historical Synthesis
Brigida Zagora (Santa Sabina)

Synopsis:

Santa Sabina College has the educational vision that “Girls Will Shake the World”. A fundamental aim of leading history curriculum is to strive for dynamism; to build skills, enrich understanding and foster a continuous interpretation of perspective through interconnectedness. How does the Humanities Faculty utilise authentic learning and future focused transformative pedagogy to inspire discerning scholarship, academic challenge, critical source analysis, and a continuous dialogue with history? This session aims to share practical examples of successful learning projects and strategic innovations with a focus on the intersection of student agency, interdisciplinary projects, community relationships, university connections, social media historiography and digital immersive tools. Specific College projects include the advocacy and action of the Stage 6 History Club Ambassador student leaders, Stage 4 History/Religion Site Study, explicit teaching of perspective in the Stage 5 Philosophy and World Studies Elective Course, using experiential virtual tools such as the College Lumination Learning Lab and building authentic relationships through the Golden Oldie Alumni project.

Bio:

Brigida Zagora is the Head of HSIE (Humanities and Social Sciences) at Santa Sabina College, Strathfield. She is a passionate educator who leads innovative, future focused pedagogy across NESA and IB curriculums. Brigida mentors within the NSW Teacher Accreditation framework, leads teacher HSC teams as a Senior Ancient History Marker and is a published author of History (Australian Curriculum) student textbooks.

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CONFERENCE DINNER - THURSDAY

Special Guest Speaker, Rachel Perkins

Venue: Refectory, University of Sydney

Note: The Conference Dinner requires a separate registration and incurs an additional charge to the regular program.
To book click here.

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