This paper begins by establishing the current context of the Australian Curriculum History (ACH) and the positioning of national history narratives in the recent Review of the Australian Curriculum. It argues for a critical place-based pedagogy as a tool for negotiating space for the local in national narratives. Then a document analysis of the secondary ACH (Years 7-10) reveals to what extent the 'local' is explicit in the ACH. Following this, suggestions are made in regards to where local emphasis can be placed on national themes and what critical readings of this emphasis are possible. Finally, it is proposed that teacher agency for local history is integral to enacting the ACH in meaningful ways for students.
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The History Teacher
2015
0085-154X
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5
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Quuensland History Teacherss Association
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