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Dr Anna Clark

Biography

Anna Clark is a Chancellor’s Postdoctoral Fellow in public history at the University of Technology, Sydney. With Stuart Macintyre, she wrote the History Wars in 2003, which was awarded the NSW Premier’s Prize for Australian History and the Queensland Premier’s Prize for Best Literary or Media Work Advancing Public Debate.

Her PhD thesis, Teaching the Nation, was published by Melbourne University Press in 2006 and examines debates about teaching Australian history in schools. Follow up research, History’s Children: History Wars in the Classroom (New South, 2008), used interviews with 250 history teachers, students and curriculum officials from around Australia to explore Australian history teaching in school. She has also written two history books for children, Convicted! and Explored!

Anna’s current project, Whose Australia? Popular Understandings of the Nation, uses interviews with 100 Australians from around the country to consider and include their thoughts on history and national identity in public discussion about the past. Reflecting her love of fish and fishing, she has also recently been commissioned to write a history of fishing in Australia, which will be published in 2016.

Her teaching interests range across Australian history and historiography, including contests over the past, oral history, history education, memory studies, and public history.

Image of Anna Clark
Postdoctoral Research Fellow, Social Inquiry Program
Postdoctoral Research Fellow, A/DEE Australian Centre for Public History
Core Member, Creative Practice and Cultural Economy
Associate Member, Transforming Cultures
BA Hons (Usyd), Grad Cert (Monash), PhD (Melb)
 
Phone
+61 2 9514 2553
Room
CB03.04.19

Research Interests

The ‘History Wars’ in Australia and internationally

Historiography

Australian history

Oral history

History education

Memory studies

Public history.

Can supervise: Yes
Registered at Level 2

Australian history

Cultural history

Public History

Memory Studies

Book Chapters

Ashton, P. & Clark, A.H. 2013, 'Rethinking Australian History' in Anna Clark and Paul Ashton (eds), Australian History Now, New South Wales University Press, Sydney, pp. 13-23.
A survey of Australian historiography over the last fifty years.
Clark, A.H. 2013, 'The History Wars' in Anna Clark and Paul Ashton (eds), Australian History Now, New South Wales University Press, Sydney, pp. 151-166.
Clark, A.H. 2013, 'Connecting to the Past: Memory and History in Australian Communities' in Paula Hamilton and Paul Ashton (eds), Locating Suburbia: memory, place, creativity, UTSePress, Sydney, pp. 75-86.
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Shortly before my grandmother Dymphna died she called me into her room. She was tired and wincing with pain. `I want to show you The Box+, she said. But she looked so sick that I suggested we leave it until after she had rested. I had seen its contents maybe 10 years earlier, when I was 11 or 12. I didn+t really know anything about this box, except that it was old, it came from Sweden and had been passed down the female line in our family.
Clark, A.H. 2010, 'The 'history wars'' in John Nieuwenhuysen and David Dunstan (eds), Southern Worlds: South Africa and Australia Compared, Australian Scholarly Publishing, Melbourne, Australia, pp. 120-129.
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In this chapter I want to catalogue some of these debates over Australia's past, For those who are close to Australian historiography, I'm sorry if I seem to be traversing familiar territory. But I wanted to provide an introduction for participants here today who may not know much about contests over Australian history, And I hope this paper can be a starting point for some comparative consideration of why history raises such similar debates across countries and cultures,
Clark, A.H. 2008, 'The Challenge of Teaching Australian History' in John Butcher (ed), Australia Under Construction: Nation-building Past, Present and Future, ANU E Press, Canberra, pp. 33-47.
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Books

Ashton, P. & Clark, A.H. 2013, Australian History Now, New South Wales University Press, Sydney.
A historiographical survey of Australian history over the last fifty years.
Clark, A.H. 2008, History's Children: History Wars in the Classroom, 1, UNSW Press, Sydney, Australia.
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Clark, A.H. 2008, Explored!, Hardy Grant Egmont, Prahan, Australia.
Clark, A.H. 2006, Teaching the Nation: Politics and Pedagogy in Australian History, 1, Melbourne University Press, Carlton, VIC.
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Clark, A.H. 2005, Convicted!, Hardy Grant Egmont, Prahan.
Macintyre, S. & Clark, A.H. 2003, The History Wars, 1, Melbourne University Press, Carlton, Australia.
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Conference Papers

Clark, A.H. 2006, 'Our children-the citizens of tomorrow', University of New South Wales, July 2006 in History in Global Perspective: Proceedings of the 20th Congress of Historical Sciences, ed Lyons, Martin, Faculty of Arts and Social Sciences, University of New South Wales, Sydney.

Journal Articles

Clark, A.H. 2012, 'Ordinary People's History', History Australia, vol. 9, no. 1, pp. 201-216.
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The history wars are far from over: the question is, do they resonate beyond the limited public sphere in which they play out? What do Australians think of their history in light of these politicised historical debates? By way of answer, this article examines the enduring public contest over the past and then investigates more elusive, but no less significant, everyday conversations about Australian history around the country. By proposing a method of `oral historiography+ to gauge contemporary historicalunderstandings in Australia, it brings a critical new perspective to theseongoing debates. It offers ordinary people a chance to contribute to national discussions about Australian history and it challenges some of the more simplistic and troubling assumptions of the history wars.
Clark, A.H. 2011, '2015', Journal Of Curriculum Studies.
Clark, A.H. 2010, 'Politicians Using History', Australian Journal of Politics and History, vol. 56, no. 1, pp. 120-131.
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The political potency of national history has been understood for generations. Yet there has been an unquestionable surge in history's political influence over the last twenty or thirty years, as the various history wars that have broken out around the world attest. Australia has been no exception: disputes over its national story continue to generate considerable controversy in the media, in politics and in public debate. But how has this politicisation of the past affected Australian political history in the present? This paper examines how history is practised in contemporary Australian politics + and notices an increasingly strategic use of the past by politicians in recent years.
Clark, A.H. 2010, 'Talking About History: A Case for Oral Historiography', Public History Review, vol. 17, no. 1, pp. 62-76.
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So the public conjecture over Australian history is far from over + as these debates among historians, politicians and public commentators remind us. The question is, does any of this resonate beyond the limited public sphere in which it plays out? What do Australians think of their history in light of the history wars? By way of answer, this paper examines the enduring public contest over the past and then investigates more elusive, but no less significant, everyday conversations about Australian history around the country. By proposing a method of `oral historiography+ to gauge contemporary historical understandings in Australia, it brings a critical new perspective to these ongoing debates.
Clark, A.H. 2009, 'Teaching the nation's story: comparing public debates and classroom perspectives on history education in Australia and Canada', Journal Of Curriculum Studies, vol. 41, no. 6, pp. 745-762.
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Teaching national history in school generates significant public anxiety and political debate+as the various 'history wars' around the world reveal. For many school students, however, studying their nation's past is dull and repetitive. Such lack of interest has been confirmed by surveys and research reports that reveal alarmingly low levels of national historical knowledge among young people, and there is growing popular concern that their ignorance of the past endangers the nation's future. Yet preoccupation with students' apparent national illiteracy tends to overlook how they connect with history in the first place. This paper draws on findings from a comparative Australian and Canadian research project that interviewed students and teachers about the ways they learned and taught history. It argues that any return to 'the facts' at the expense of critical historical engagement in class could turn students away from the subject.
Clark, A.H. 2008, 'Learning About Stuff Outside the Box', Overland, vol. 191, pp. 16-19.
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Clark, A.H. 2008, 'Teaching National Narratives and Values', Agora, vol. 43, no. 1, pp. 4-9.
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Clark, A.H. 2008, '2015', Agora, vol. 43, no. 1.
Clark, A.H. 2007, 'Coalition of the Uncertain: Classroom Responses to Debates about History Teaching', History Australia, vol. 4, no. 1, pp. 12.1-12.12.
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Concern over the state of Australian history education has generated heated debate for over a year. Yet there have been glaringly absent voices in this very public argument: namely, the students and teachers who engage with this subject every day. Despite mounting anxiety about the state of Australian history teaching, there has been little discussion of how history teachers and students do history. This paper asks how students, teachers and curriculum officials make sense of a subject that constantly arouses so much public anxiety and unease.
Clark, A.H. 2007, 'A decision that affects the lives of real people++', The Age, vol. 8 October, pp. 13-13.
Clark, A.H. 2007, 'It's like, history'', The Age, vol. 21 April, pp. 13-13.
Clark, A.H. 2006, 'Flying the Flag for Mainstream Australia', Griffith Review, vol. Autumn, no. 11, pp. 107-112.
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In June 2004, the Prime Minister, John Howard, and the Federal Minister for Education, Brendan Nelson, announced a new $31 billion federal education package in which funding would be tied to a National Values Framework. The increased government support would be contingent on the implementation of several policy initiatives "that will underpin the Australian Government's national priorities, shaping our schools over the next decade".
Clark, A.H. 2006, 'The History Question: Correspondence', Quarterly Essay, vol. 24, pp. 54-56.
Clark, A.H. 2006, 'Teaching the Nation', The History Teacher, vol. 44, no. 1, pp. 16-18.
Clark, A.H. 2006, 'History's forgotten voices', The Age, vol. 15 July, pp. 9-9.
Clark, A.H. 2006, 'Textbooks: from the Narrative of the Nation to the Narrative of Citizens', Rekishigaku Kenkyu, vol. 816, pp. 24-30.
Clark, A.H. 2006, 'Is History Fiction?', Australian Book Review, vol. 278, pp. 21-21.
Clark, A.H. 2005, 'Murder at Pioneer Cemetery', The Bulletin, vol. 5, pp. 19-19.
Clark, A.H. 2005, 'The 125 moments that changed Australia', The Bulletin, pp. 52-111.
Clark, A.H. 2005, 'Murder at Pioneer Cemetery', The Monthly, vol. September, pp. 19-19.
Clark, A.H. 2005, 'Sense and Nonsense in Australian History', The Bulletin, pp. 69-69.
Clark, A.H. 2004, 'History Teaching, Historiography, and the Politics of Pedagogy in Australia', Theory and Research in Social Education, vol. 32, no. 3, pp. 379-396.
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This article examines debates over teaching Australian history in schools and notes a pervasive anxiety about what "our children" should know. The article sketches some of these debates, and while noting the politics of history teaching both in Australia and abroad, argues that its heavily politicized discourse has been further intensified by an increasingly pedagogical invocation. As a sense of investment and ownership in the teaching of Australian history in school becomes more widespread, the contest over the past, paradoxically, has focused increasingly upon the image of the child as a generic symbol of the future.
Clark, A.H. 2004, 'Whose history? Teaching Australia's contested past', Journal Of Curriculum Studies, vol. 36, no. 5, pp. 533-541.
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Clark, A.H. 2004, 'Who was Edmund Barton, and who cares?', EQ Australia, vol. Winter, pp. 7-8.
Clark, A.H. 2004, 'The great history debate', The Age, vol. 9 February.
Clark, A.H. 2004, 'Oh lucky land', The Age, vol. 28 August.
Clark, A.H. 2003, 'Teaching the Past', Australian Cultural History, vol. 22, no. 1, pp. 191-201.
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The I Australians and the Pase project was initiated in response to growing historical interest and awareness in Australia. This attention to the past has manifested itself in both local and personal histories, as well as in increasing tension and debate oyer Australian historY. more broadly, ' School history is intrinsically situated in these discussions. Debates over history syllabuses are inseparable from the contemporary struggles and desires to represent Australia through its heritage. Indigenous histories in particular have incited most response, although migrant, feminist and comparative post-colonial units in history syllabuses have also produced significant reaction. Teaching history, and Australian history in particular, is loaded with the political context (and contest) of articulating the national past. This article examines the lAustralians and the Past' survey in the context of school history using interviews with history teachers conducted as part of the project.
Clark, A.H. 2003, 'The Politics of Australian History Education: An Initial Exploration', Australian Studies, vol. 18, no. 2, pp. 113-124.
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Clark, A.H. 2002, 'History in Black and White: a critical analysis of the black armband debate', JAS, Australia's Public Intellectual Forum, vol. 75, pp. 1-11.
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Clark, A.H. 2002, 'Getting back to the facts', The History Teacher, vol. 40, no. 3, pp. 20-25.
Clark, A.H. 2001, 'A student of optimism++Australian lives', The Australian, vol. 1 January, pp. 16-16.
Clark, A.H. 2000, 'Progress of the Past? History in New South Wales Secondary Schools, 1972-1999', Public History Review, vol. 9, pp. 106-121.
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