2025/11/04 by David Nally, Steven Kolber, Keith Heggart · 1 voice
Social Sciences · #Educator Training and Historical Pedagogy #Global Education and Multiculturalism #Educational Theory and Curriculum Studies
paper · pdf · doi:10.14324/herj.22.1.25
openalex publication_date 2025/11/04 · openalex created_date 2025/11/04 · openalex updated_date 2026/07/07
This article aims to contribute a framework for how historical consciousness can be guided by moral consciousness. It argues that through adopting a goal of cultivating democratic consciousness and implementing a dynamic pedagogy, teachers and students can meaningfully engage with mis- and disinformation to challenge the suppositions they bring with them. These approaches work against the virulent effects of misinformation, which was a prime factor in the failure of Australia’s Referendum on the Voice to Parliament, as well as national elections in 2024 which produced victories for authoritarian or populist candidates. The first section briefly reviews how the descriptions of Civics and Citizenship Education have shifted in Australian curricula, from the issue of the Hobart Declaration (1989) to the present, to respond to cultural and social developments. A second section examines the key challenges and opportunities for democratic renewal, particularly in relation to how teachers can instruct students to plan for effective political participation at school so as to more authentically engage with their communities. This focus includes what can be learned from the ineffectiveness of in-school programmes such as Discovering Democracy (1997–2007) and the entrenched positioning of Indigenous peoples within a Western, colonialist understanding of cultures, place and time. Lastly, several suggestions are made for how educators can shift within their local contexts to cultivate democratic consciousness as part of their teaching of history.