Matilda is an academic in the Faculty of Arts and Social Sciences working in the Schools of Education and Communication, and is a doctoral candidate in the Australian Centre for Public History.
Their PhD research is an interdisciplinary project examining the role and uses of history education in transitional justice (state redress processes) since the 1980s, supervised by A/Prof. Anna Clark, A/Prof. Tamson Pietsch, and Prof. Marnie Hughes-Warrington.
In 2018-19, Matilda was Endeavour Postgraduate Research Scholar at Umeå University, Sweden where they worked with Professor Daniel Lindmark in the Educational History and History Didactics Research Group exploring Swedish-Australian uses of history in processes of transitional justice. In 2021, together they will publish an edited monograph with Palgrave Macmillan entitled Historical Justice and History Education.
Matilda's research has been published in the International Journal of Transitional Justice, Springer Handbook for Historical Studies in Education, Agora, and is forthcoming in Curriculum Inquiry, and International Journal for the Historiography of Education. Matilda is presently guest editor (with Beth Marsden, La Trobe University) of a special issue of History of Education Review on the theme of historical justice.
Matilda is the recipient of numerous awards/fellowships for their research including; an Endeavour Postgraduate Research Fellowship 2018-19, Curriculum Inquiry Writing Fellowship 2019, and D.M. University Medal and John A. Salmond Prize both from La Trobe University in 2014.
Matilda is presently Reviews Editor for the History of Education Review and Graduate Student Representative for the Australia New Zealand History of Education Society (ANZHES). In 2020, they are on the organising committee for the ANZHES conference with Prof. Julie McLeod, A/Prof. Helen Proctor and Beth Marsden.
Previously, Matilda worked with the History Teachers' Association of Victoria.
Matilda is a member of the International Standing Conference for the History of Education (ISCHE) and the Australia New Zealand History of Education Society (ANZHES).
Uses of history in contemporary societies
The politics of history teaching, citizenship education, and national history
Historical justice and redress in divided societies
History of Ideas and Knowledge
Historical Theory and Methods
Educational History and Philosophy
Keynes, M 2019, 'History Education for Transitional Justice? Challenges, Limitations and Possibilities for Settler Colonial Australia', INTERNATIONAL JOURNAL OF TRANSITIONAL JUSTICE, vol. 13, no. 1, pp. 113-133.View/Download from: Publisher's site
This chapter has two main aims. The first is to establish the close historical and ideological relationship between the construction of nation-states, the development of the profession of history, and the emergence of modern schooling systems, all of which were evolving during the “long nineteenth century” in Europe. The focus is particularly on history education given its citizen-shaping agenda of forging national identity and shaping historical consciousness. The second aim is to reanimate debates about the role of history education today. This proceeds by arguing that a shift in the experience and understanding of temporality which has occurred in the post-Cold War era has triggered a crisis of legitimacy for the nation-state, which has generated two related responses in Western democratic nation-states since 1989: an increased reflection and attachment to national identity and an impetus to reckon with the problematic past. Here, history education has come to be positioned as both a prominent target of memory contests, as well as a solution and tool of justice and reconciliation, and a means by which to regenerate the nation-state amidst a crisis of legitimacy precipitated by the lack of recourse to an unproblematic national past.