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Historical Novels and Related Genres in the History Curriculum HISTORICAL NOVELS AND RELATED GENRES IN THE HISTORY CURRICULUM Grant William Rodwell BA (Hons) (Tas.), MEd (Tas.), PhD (Tas.), PhD (N’castle), PhD (Tas.) July 2013 Volume 1 Whose History? engaging History students through historical fiction, University of Adelaide Press, 2013. Volume 2 Exegisis and A Time-slip Novel: Saving Sydney (unpublished) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Education, The University of Adelaide TABLE OF CONTENTS Page Abstract i Declaration ii Acknowledgements iii Acronyms and Abbreviations iv Component 1 Volume One Scholarly Monograph: Grant Rodwell (2013). Whose History? engaging History students through historical fiction, Adelaide University Press, Adelaide. Component 2 Volume Two Exegesis: Historical Novels and Related Genres in the History Curriculum 1 Conclusions of the Overall Study 36 Bibliography 38 A Time-slip Novel (unpublished): Saving Sydney ABSTRACT Based on publications, this thesis is submitted for examination in two separate parts. Its overarching theme, however, is an examination of historical novels and related genres as a means to enhance student engagement in the History curriculum. The thesis was written during a time of considerable falling enrolments in Australian senior History classes, which has been juxtaposed with the mandating of the teaching of History in Australian schools for Years K(R)-10, with Years 11-12 to follow in 2014. The thesis argues that the teaching of History in grades K(R)-10 can be greatly enhanced through the strategic use of historical novels and their various genres. Not only does the pedagogical use of historical novels increase students’ engagement with History, but this pedagogy also significantly enhances their understanding and appreciation of history as a discipline, greatly increasing their historical literacy. This pedagogy improves students’ knowing of both history and the discipline of History, and is a method of developing students’ understanding about the relationships of peoples and events in the past. In order to demonstrate these statements, this thesis has been developed in three parts: a recently published scholarly monograph (volume one); an exegisis and a time-slip novel, written with intention of publication, and to demonstrate the arguments advanced in the scholarly monograph (volume two). i DECLARATION This thesis contains no material which has been accepted for the award of any other degree or diploma in any university or other tertiary institution to Grant William Rodwell and, to the best of my knowledge and belief. Contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to this copy of my thesis copy of my thesis when deposited in the University Library, being made available for loan and photocopying, subject to the provisions of the Copyright Act 1968. The author acknowledges that copyright of published works contained within the thesis, including the scholarly monograph (as listed below) resides with the copyright holder(s) of those works. I also give permission for the digital version of my thesis to be made available on the web, via the University’s digital research repository, the University catalogue, and also through web search engines, unless permission has been granted by the University to restrict access for a period of time. Grant William Rodwell ii ACKNOWLEDGEMENTS My special thanks are due to my supervisor, Dr Margaret Secombe, and my co-supervisor, Emeritus Professor John Ramsland from the University of Newcastle, both of whom provided wise and gentle guidance, reflecting an understanding of my work on a fourth PhD. Both academics continue to offer a highly consistent, knowledgeable and professional level of advice for the researching and writing a PhD. My thanks are due also to a team of librarians in a vast number of libraries around Australia, but particularly to the staff at the Barr Smith Library of the University of Adelaide. I would like to thank the many people who, in an informal manner at such gatherings as the History Teachers’ Association, both at state and national conferences provided me with insights into many of the issues confronting History teachers in Australian schools. I also especially would to thank Professor Tania Aspland from the School of Education, University of Adelaide, who with great erudition has provided marvellous academic leadership and professional support in the School of Education where I have worked since 2011. Finally, my deep appreciation and thanks go to my wife, Julie, who has shared the trials and tribulations of six postgraduate theses, including a fourth PhD with me and who, as usual, has been most supportive during the writing of this thesis. iii ACRONYMS and ABBREVIATIONS ABC Australian Broadcasting Commission ABS Australian Bureau of Statistics ACARA Australian Curriculum and Reporting Authority ACT Australian Capital Territory CIB Criminal Investigation Bureau ERA Excellence in Research for Australia FECCA Federation of Ethnic Communities’ Councils of Australia HMAS His/Her Majesty’s Australian Ship HMT His/Her Majesty’s Transport HTAA History Teachers’ Association of Australia K(R)-10 Kindergarten/Reception to Year 10 NAPLAN National Assessment Plan – Literacy and Numeracy NSW New South Wales NT Northern Territory POW Prisoner of War SA South Australia SACE South Australian Certificate of Education SOSE Study of Society in Education WA Western Australia iv HISTORICAL NOVELS AND RELATED GENRES IN THE HISTORY CURRICULUM Grant William Rodwell BA (Hons) (Tas.), MEd (Tas.), PhD (Tas.), PhD (N’castle), PhD (Tas.) July 2013 Volume 1 Whose History? engaging History students through historical fiction, University of Adelaide Press, 2013. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Education, The University of Adelaide This book is available as a free fully-searchable PDF from www.adelaide.edu.au/press A http://www.adelaide.edu.au/press/titles/whose-history HISTORICAL NOVELS AND RELATED GENRES IN THE HISTORY CURRICULUM Grant William Rodwell BA (Hons) (Tas.), MEd (Tas.), PhD (Tas.), PhD (N’castle), PhD (Tas.) July 2013 Volume 2 Exegisis and A Time-slip Novel: Saving Sydney (unpublished) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Education, The University of Adelaide EXEGISIS A CONTEXTUAL STATEMENT: HISTORICAL NOVELS AND RELATED GENRES IN THE HISTORY CURRICULUM Table of Contents Page Introduction 1 Historical Novels and Related Genres in the History Curriculum 3 Conclusions of the Overall Study 36 Bibliography 38 INTRODUCTION This PhD thesis by publication is submitted for examination separately in three parts: a Contextual Statement: Historical Novels and Related Genres in the History Curriculum; a published work in the form of a scholarly monograph – Whose History? Engaging History Students Through Historical Fiction; and a time-slip historical novel – Saving Sydney, which is technically in manuscript form, and awaiting submission to a publisher. This submission comes at a time of heightened anxiety for the study of History in Australian schools and colleges. A variety of challenges and also exciting opportunities face teachers of History, not the least of which is the Australian History Curriculum, mandated for all students from the first year of schooling through to Year 10, and from 2014, to Year 12. What are the challenges here for teachers of History in Australian schools and colleges? For many Australian teachers, most likely the only History they have taught since the early 1970s has come from a Study of Society and Environment (SOSE) (in New South Wales, Human Society and its Environment—HSIE) curriculum, which may have resulted in a dumbing down of studying History as a discipline. Ironically, over the same period these developments have been coupled with drastically falling enrolments in History in Years 11-12, where students have a subject choice; and there are a number of associated challenges and opportunities, which are described and further developed in this contextual statement, and in the associated scholarly monograph. Yet, important opportunities exist that may have significant benefit for our students. Indeed, there is an opportunity here to meet these challenges with 1 a revitalised set of pedagogies, particularly through the use of historical fiction and its related genres. Principally through its scholarly monograph component, this thesis demonstrates how this pedagogy not only enhances the development of historical literacy, but also is a potent tool of engagement for students. Time-slips novels are a subset of the historical novel genre, and I have written the accompanying time-slip novel, first to demonstrate how the reading of this genre can engage students and at the same time enhance their development of historical literacy. There has been little of the genre written in an Australian context, and I hope this attempt will stimulate students, teachers and curriculum planners to delve more into this fascinating and charming form of historical literature, enriching a literature-rich History classroom environment. 2 CHAPTER ONE The Context of the Study Introduction This PhD thesis has been written and submitted during immense developments in secondary and post-secondary teaching of History in schools. Included amongst these are: new demands on the school curriculum resulting from the national assessment;
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