Associate Professor Heather Sharp
Associate Professor
School of Education
- Email:heather.sharp@newcastle.edu.au
- Phone:02 4921 8700
Teaching difficult pasts
Dr Heather Sharp is an education researcher who investigates the teaching of traumatic pasts and the influence of public history in teaching.
Dr Heather Sharp has always been interested in history and intrigued by what happened in the past and what shaped us to be who we are today. Her research seeks to answer the question: how does the past influence the present and the future?
Dr Sharp’s research focus is on public history and traumatic pasts as communicated through informal and formal channels, like the media, museums and memorials, popular culture, and how history is taught to school students.
“To me, public history is really important as a way to communicate to members of the public, whether that be school students, people visiting cultural sites, or history presented in a way that the general public stumbles across,” she said.
“It is important to open conversations about difficult and controversial pasts in the school curriculum because what we understand about the past of our nation really shapes how we see the world today. It influences how we interact with present day topics and respond to current controversies.”
Dr Sharp says that the controversy around whether the public should be allowed to walk on Uluru is an example of how not having an accurate knowledge of the past can impact current day decision making.
“It seems that a lot of the prominent commentators being given media coverage are ignorant (either wilfully or genuinely) of the history of Uluru or the traditional owners’, the Anangu people’s, connection with it. Not understanding this history means the general public are hearing uninformed perspectives in the media. Without understanding our history we cannot have complex discussions about really important topics,” Dr Sharp observed.
Dr Sharp also contrasts the way that the history of the Holocaust is taught compared to Australian history and reflects that the more traumatic aspects of Australia’s past are often overlooked.
“The Holocaust was a horrific event and we all agree that our school students should know about this. Yet when we talk about the traumatic past of our own nation we seem to have historical amnesia and do not want to know the finer details of the acts and impact of the colonial era,” she said.
“I believe the trauma of our past still impacts us today and therefore impacts how we understand and commemorate Anzac Day, Remembrance Day, Australia Day, and other days of national importance.”
Touring the Remembrance Trail
Each year Dr Sharp leads an outbound mobility experience. This study tour which takes place in France and Belgium follows key sites on the former World War I Western Front. She guides university students through museums, memorials, and other cultural and historical sites so they can see for themselves the impact of the trauma of war.
One of the aims of this Outbound Mobility Experience is to better understand how history is represented and communicated to a wide range of people. Many tourists from a range of countries visit these historical sites each year and many school students from European countries and from the UK travel for school excursions for guided tours and educational experiences.
“On our Study Tour, we visit a range of sites, from a German military cemetery to a co-funded museum in Villers-Bretonneux, to monuments and memorials in French fields. We learn about the experiences of soldiers and of the Belgian refugees. We are not looking at this from a glorified perspective, I emphasise that this was a war and millions of people died,” she said. “I want my students to understand that World War One is more than Gallipoli and it’s something that we should look at through a sobering lens, rather than the celebratory tone that Australian commemorations are increasingly showing.”
Over the past four years, more than 125 students have taken part in the Study Tour. It is open to all students of the University, not just those in the School of Education. It explores frameworks for understanding the development of historical consciousness in children and young adults, and the part History education, political debate, and the cultural industries play in the construction or revision of public memory as an important aspect of nation building.
Exploring historical and moral consciousness
Dr Sharp is part of an international research team working on a project that examines intersections of historical consciousness and moral consciousness. The $878 000 project was the largest grant awarded by the Swedish Research Council in 2018 in the History education field. Their research aims to illuminate what values school students are bringing to their history classes and how students integrate those values into their learning of history.
“It has not been done before on this scale, and there are arguments that these aspects of moral consciousness cannot be finely observed because they are deeply embedded within a person, but we are attempting it,” Dr Sharp said.
One of the research activities in the project aims to determine the students’ moral underpinnings by asking students questions like ‘what is history?’ and ‘what is right and wrong and how do we know?’ The students are presented with written text to read that highlights the complexities of World War II and are then asked to answer questions such as ‘what would you do in this situation?’ and ‘what would happen if you took that option?’
“The text reveals complexities with dominant understandings of Germany during this time and of German soldiers. It is multifaceted in terms of what is right and what is wrong. We then pose some questions which allow us to dig deeper in the thoughts of the students with the aim of finding out if we can identify their moral consciousness.”
Remembering for Peace
Dr Sharp was awarded a ‘Women in Research’ Fellowship sponsored by the University of Newcastle’s Research Advantage program in 2018. Coupled with a Department of Veterans’ Affairs grant, the Fellowship helped her to publish a picture book, Remembering for Peace: The adventures of Emma and Ryan.Published in 2018, it is aimed at independent readers aged 10+. The book follows two primary school aged children who discover their great grandfather’s World War I possessions inside a Princess Mary tin. These tins were a gift and given to all Commonwealth (Empire) soldiers in World War One. In this fictional account, Dr Sharp says Emma and Ryan, with their parents, then travel through France and Belgium finding out what their Great Grandfather experienced in World War I. Emma and Ryan encounter people along the way who teach them the history of the area. With a focus on the Remembrance Trail, children reading this book will learn about areas Australians fought in during the war and understand the lasting impact conflict has on people and on the environment.
“They go to museums in Passchendaele, Ypres in Belgium, and the Villers-Bretonneux memorial. They encounter people who also have experiences of World War One. For example at one point, Emma and Ryan meet a Chinese tourist who tells them about the Chinese Labour Corps. They hear about refugees from Syria and wonder whether there were refugees in World War I too,” Dr Sharp said.
“By inquiring and questioning, Emma and Ryan learn about the past through the personal history of their great grandfather, but they’re also learning about the present, understanding that refugees are a result of conflict and that the Chinese community were involved in World War One.”
The book is sold at the Australian War Memorial, Fort Scratchley in Newcastle, Sydney’s Hyde Park War Memorial, selected bookstores, and at the Passchendaele Memorial Museum in Belgium.
Teaching difficult pasts
Dr Heather Sharp is an education researcher who investigates the teaching of traumatic pasts and the influence of public history in teaching.Dr Heather Sharp has always been interested in history and intrigued by what happened in the past and what…
Career Summary
Biography
Associate Professor Heather Sharp is the International and Engagement Lead in the School of Education. Her role is to support the development of international teaching and learning programs, with a focus on NCP funding.
Heather has been working on a research project funded by the Swedish Research Council that investigates intersections of historical consciousness and moral consciousness. The focus of this history didaktik project is History teaching in secondary schools. She has been working with colleagues in Sweden and Finland across this four year funded project (2018-2021). This project has now expanded into a Swedish Research Council Network Project examining intersections of historical consciousness and democratic consciousness.
Heather is currently participating in a European Union funded project, Making Histories with colleagues in 15+ countries.
In 2016, Heather was awarded a competitive residency Fellowship to the prestigious Georg Eckert Institute in Germany. During this Fellowship, Heather researched ways educational media is used in History classrooms, innovative ways to teach history using ICT, and engaged in an analyse of national identity representations in History textbooks.
Heather Sharp is an Associate Professor with a focus on History curriculum within the School of Education, convenor of the History Network for Teachers and Researchers (HNTR); and Founding Special Issues Editor of Historical Encounters Journal. Her current research investigates the teaching of difficult and controversial pasts, the influence of public history in teaching, historical representations in school curriculum, particularly textbooks and also examines the written and visual texts in picture books that deal with conflict.
Heather’s research has also included analysis of the representations of Indigenous Australians and British heritages in History textbooks across selected time periods of the Twentieth Century; and more recently, the exploration of competing representations of Gallipoli in Australian and Turkish history textbooks. Heather’s scholarship has adopted a bricolage approach that encompasses Critical Discourse Analysis (CDA), historical methodologies, and visual analysis techniques, framed within a Gramscian and Althusserian understanding of hegemony.
After working as a secondary school teacher (English and History) for a number of years, Heather began her University career in January 2006. She has taught and coordinated Education courses in the areas of: transformative pedagogies, philosophies of education, History curriculum and pedagogies, literacies, education as a professional career, assessment, and professional experience.
Research Expertise
Dr Sharp's PhD is titled: Constructing history: Selective representations of Indigenous Australians and British heritages in Queensland History curriculum. The research was conducted through a bricolage approach, encompassing Critical Discourse Analysis (CDA), historical methodologies, visual analysis techniques and framed within an understanding of hegemony as espoused by Gramsci and Althusser. The thesis analysed representations of Indigenous Australians and British heritages in History textbooks across selected time periods of the twentieth century.
Heather also conducts research on academic and undergraduate student research partnerships. This explores the power relationships, cognitive benefits and socialising impacts that occur when academics and students work together, outside of official university courses. Beginning teacher induction is an area I have researched, specifically investigating the connection between expectations of professional support and the realities beginning teachers experience in a school setting.
Teaching Expertise
Heather has the following university teaching expertise: supervisor of PhD, Honours and Masters students; course coordination of undergraduate and post-graduate courses; lecturing and tutoring of courses across secondary, primary and middle school degree programs. I have also coordinated programs for Research Higher Degree students who wish to embark on an academic career. I am currently the First Year Experiences Convenor for the School of Education.
Qualifications
- PhD, University of Southern Queensland
- Bachelor of Education, Queensland University of Technology
- Bachelor of Arts, Queensland University of Technology
- Master of Education, Deakin University
- Graduate Certificate Practice of Tertiary Teaching, University of Newcastle
Keywords
- Historical and Moral Consciousness
- History curriculum
- History didactics
- Literacies
- Memorial Education
- Outbound Mobility Experiences
- Public History
- Student-Academic Research
Fields of Research
Code | Description | Percentage |
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390306 | Secondary education | 20 |
390102 | Curriculum and pedagogy theory and development | 40 |
390107 | Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) | 40 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
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1/6/2010 - 31/12/2016 | Lecturer | The University of Newcastle, Australia Australia |
1/1/2008 - | Membership - Australian College of Educators | Australian College of Educators Australia |
1/11/2007 - 1/3/2010 | Lecturer, Curriculum Design and Development | University of Newcastle Centre for Teaching and Learning Australia |
1/1/2006 - 1/11/2007 | Lecturer | University of Southern Queensland Faculty of Education |
Professional appointment
Dates | Title | Organisation / Department |
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1/1/2002 - 1/1/2006 | Secondary Teacher | Department of Education, Queensland Secondary Schools Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (5 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 | Ammert N, Edling S, Löfström J, Sharp H, Att lära från, om och med historia Historiemedvetande, moral och didaktik, 0 (2023) | |||||||
2022 |
Ammert N, Edling S, Löfström J, Sharp H, Historical and Moral Consciousness in Education. Learning Ethics for Democratic Citizenship Education, Routledge, Abingdon, Oxon, 214 (2022) [A1]
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2021 |
Sharp H, Hudson S, Weatherby-Fell N, Charteris J, Brown B, Lodge J, et al., Introduction to Education: Knowledge, Practice, Engagement, Cambridge University Press, Port Melbourne, 418 (2021)
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Show 2 more books |
Chapter (14 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Sharp H, Parkes R, 'National Identity in the History Curriculum in Australia: Educating for Citizenship', Negotiating Ethnic Diversity and National Identity in History Education International and Comparative Perspectives, Palgrave Macmillan, Switzerland 173-196 (2023) [B1]
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2022 |
Sharp H, 'Accessing and Acquiring Textbooks for Research', Collecting Educational Media Making, Storing and Accessing Knowledge, Berghahn Books, Germany 191-205 (2022) [B1]
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Nova | |||||||||
2022 |
Parkes R, Donnelly D, Sharp H, 'O professor de História como historiador público', Ensino de História e História Pública: Diálogos Nacionais e Internacionais, Universidade Estadual do Paraná Campus Campo Mourão, PR. IV. UNESPAR, Brazil 180-194 (2022) [B1]
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2019 |
Sharp H, 'Inquiry approaches to assessment in the history classroom', Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Abingdon, UK 129-144 (2019) [B1]
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2018 |
Sharp HL, Burke R, 'Drama in the primary classroom: Contextualising critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 143-166 (2018) [B1]
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Nova | |||||||||
2018 |
Burke R, Sharp HL, Field C, 'Pedagogical approaches to teaching and learning English: Connections with critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 167-196 (2018) [B1]
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Nova | |||||||||
2018 | Sharp HL, 'History and the importance of numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 257-284 (2018) [B1] | Nova | |||||||||
2017 |
Sharp HL, 'After the ideological battles: Student views on sources representing the Gallipoli conflict.', International Perspectives on Teaching Rival Histories Pedagogical Responses to Contested Narratives and the History Wars, Palgrave Macmillan, London 229-252 (2017) [B1]
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2011 |
Little S, Sharp HL, Stanley L, Hayward M, Gannon-Leary P, O'Neill P, Williams J, 'Collaborating for staff-student partnerships: Experiences and observations', Staff-Student Partnerships in Higher Education, Continuum, London 215-225 (2011) [B1]
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2011 | Sharp HL, Stanley L, Hayward M, 'Breaking research boundaries: Academics and undergraduates engaged in collaborative research', Staff-Student Partnerships in Higher Education, Continuum, London 201-214 (2011) [B1] | Nova | |||||||||
Show 11 more chapters |
Journal article (43 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Goulding J, Sharp H, Twining P, 'Awarding digital badges: research from a first-year university course', Higher Education Research & Development, 43 640-656 (2024) [C1]
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2023 |
Innes M, 'Historical Empathy: Ethical and Culturally Responsive Teaching', Public History Weekly, 2023 (2023)
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2023 |
Parkes R, Donnelly D, Sharp H, 'The History teacher as public historian', Historical Encounters: A Journal of Historical Consciousness, Historical Culture, and History Education, 10 30-43 [C1]
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Nova | |||||||||
2022 |
Eather N, Mavilidi MF, Sharp H, Parkes R, 'Programmes targeting student retention/success and satisfaction/experience in higher education: A systematic review', JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT, 44 223-239 (2022) [C1]
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Nova | |||||||||
2022 |
Edling S, Lofstrom J, Sharp H, Ammert N, 'Mapping moral consciousness in research on historical consciousness and education-a summative content analysis of 512 research articles published between 1980 and 2020', JOURNAL OF CURRICULUM STUDIES, 54 282-300 (2022) [C1]
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Nova | |||||||||
2021 |
Innes M, Sharp H, 'Historical Empathy and Museum Culture', Journal of Museum Education, 46 307-320 (2021) [C1] The Centenary of World War I (WWI) between 2014 and 2018 attracted international attention. Many Australians travel to key battle sites in mainland Europe, especially Turkey, Fran... [more] The Centenary of World War I (WWI) between 2014 and 2018 attracted international attention. Many Australians travel to key battle sites in mainland Europe, especially Turkey, France, and Belgium to connect with the experiences of Australian soldiers and nurses who served in this war. As no conflict occurred within Australian borders, sites make for popular tourist destinations. Museums and other cultural sites along The Remembrance Trail provide educational tours and experiences to a range of visitors, including private tour groups, individual tourists, school and university groups. Through the exhibition and accompanying guided tours, participants of a university elective study tour developed their historical understanding of WWI, with a specific focus on the Western Front in France and Belgium. Focus group interviews took place after visits to key museums to gauge students¿ reflections to their learning, including any affective connections to particular historical narratives and experiences as presented in these cultural sites. This article will discuss the participating tertiary students¿ development of historical empathy through visits to museums.
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2021 |
Löfström J, Ammert N, Edling S, Sharp H, 'Advances in ethics education in the history classroom: after intersections of moral and historical consciousness', International Journal of Ethics Education, 6 239-252 (2021) [C1]
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2020 |
Edling S, Sharp H, Löfström J, Ammert N, 'Why is ethics important in history education?
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2020 |
Sharp H, Öztürk T, Öztürk FZ, 'From Gallipoli to Independence: Turkish and Australian Students Perspectives', International Journal of Progressive Education, 16 228-241 (2020) [C1]
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2020 |
Edling S, Sharp H, Löfström J, Ammert N, 'The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer', Citizenship, Social and Economics Education, 19 133-150 (2020) [C1] Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated... [more] Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s¿1990s as expressed through the voice of Gadamer. More specifically, the article explores: (1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people¿s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.
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Nova | |||||||||
2020 | Lofstrom J, Ammert N, Sharp H, Edling S, 'Can, and should history give ethical guidance? Swedish and Finnish Grade 9 students on moral judgment-making in history', Nordidactica : Journal of Humanities and Social Science Education, 4 88-114 (2020) [C1] | Nova | |||||||||
2020 |
Donnelly D, Sharp H, 'Student learning activities in Australian History textbooks: An assessment tool to examine historical empathy and cognitive domains', HISTORICAL ENCOUNTERS-A JOURNAL OF HISTORICAL CONSCIOUSNESS HISTORICAL CULTURES AND HISTORY EDUCATION, 7 92-106 (2020) [C1]
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Nova | |||||||||
2020 |
Boadu G, Donnelly D, Sharp H, 'History teachers pedagogical reasoning and the dynamics of classroom implementation in Ghana', History Education Research Journal, 17 179-194 (2020) [C1]
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2020 | Ammert N, Sharp H, Lofstrom J, Edling S, 'Identifying aspects of temporal orientation in students moral reflections', History Education Research Journal, 17 132-150 (2020) [C1] | Nova | |||||||||
2020 |
Sharp H, Edling S, Ammert N, Lofstrom J, 'A review of doctoral theses since 2000: Historical consciousness in the australian context', Yearbook of the International Society for History Didactics, 2020 121-140 (2020) [C1] Historical consciousness and moral consciousness as a joint, or intertwined, concept is relatively new in the history education context of Australia. While it has been used for a ... [more] Historical consciousness and moral consciousness as a joint, or intertwined, concept is relatively new in the history education context of Australia. While it has been used for a longer period in research internationally, it is only in the past decade that is has gained momentum and popularity in the Australian research context. This paper examines doctoral theses submitted to Australian universities since 2000 to map how historical consciousness and moral consciousness is conceptualised in higher education research. As the largest group of researchers in universities, the selection of this concept to analysis how it is conceptualised and operationalised in theses is of interest when mapping its application. From a total of 14 theses that included the terms, two were selected for an in-depth case study that this paper reports on using a critical discourse studies approach. |
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2019 |
Sharp H, 'Bricolage research in history education as a scholarly mixed methods design', History Education Research Journal, 16 50-62 (2019) [C1]
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2019 | Sharp H, Innes M, 'Australian high school students on commemorating the Gallipoli campaign: "It baffles me" and "It's a bit weird."', Journal of International Social Studies, 9 22-45 (2019) [C1] | Nova | |||||||||
2019 |
Donnelly DJ, Parkes RJ, Sharp HL, Shaw EL, 'Remembering Australia s past project: pre-service history teachers, national narratives and historical consciousness', Curriculum Perspectives, 39 159-168 (2019) [C1]
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2018 |
Innes M, Sharp H, 'World War I commemoration and student historical consciousness: A study of high-school students' views', History Education Research Journal, 15 193-205 (2018) [C1]
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2017 |
Sharp HL, Ammert N, Löfström J, Edling S, 'Bridging Historical Consciousness and Moral Consciousness: Promises and Challenges', Historical Encounters Journal, 4 1-13 (2017) [C1]
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Nova | |||||||||
2017 | Sharp HL, Ammert N, 'Primary sources in Swedish and Australian History textbooks: A comparative analysis of representations of Vietnam's Kim Phuc', International Journal of Historical Learning, Teaching and Research, 14 57-70 (2017) [C1] | Nova | |||||||||
2017 |
Sharp HL, Parkes V, 'Representations of National Identity in Fictionalized History: Children s Picture Books and World War I', The New Review of Children's Literature and Librarianship, 23 126-147 (2017) [C1]
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2017 |
Sharp H, Parkes R, Donnelly D, 'Competing discourses of national identity: History teacher education students perspectives of the kokoda and gallipoli campaigns', International Journal of Research on History Didactics, History Education and History Culture, 2017 73-94 (2017) [C1] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the state... [more] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the statement: Tell us the history of Australia in your own words. In the analysis of the submitted narratives we aim to explore how history teacher education students engage with the topics of the Gallipoli (First World War) and Kokoda (Second World War) military campaigns. From the 97 responses received, this paper analyses the twelve participant responses from those who included both the Gallipoli and Kokoda military campaigns as examples of key events in Australia¿s history, to determine the historical knowledge and types of representations that were included in their narratives. The results indicate that the national narratives of these pre-service teachers were significantly impacted by their high school History studies and their lived experiences.
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2016 |
Sharp HL, Ammert N, 'Working with the Cold War: Types of knowledge in Swedish and Australian History textbook activities', Journal of Educational Media, Memory, and Society, 8 58-82 (2016) [C1]
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2015 |
Zangmo D, Sharp H, O'Toole M, Burke R, 'Bhutan: Experiences of education change in a compact context', Bhutan Journal of Research and Development, 4 17-28 (2015) [C1]
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2015 | Sharp HL, 'Habermas s Three Forms of Knowledge, Active Citizenship, and the Australian (History) Curriculum', Agora, 50 28-34 (2015) [C1] | Nova | |||||||||
2015 | Sharp HL, 'Examining approaches to the Holocaust in curriculum, policy and practice', Journal of International Social Studies, 5 162-164 (2015) [C3] | ||||||||||
2015 |
Zangmo D, Burke R, O'Toole JM, Sharp HL, 'Cross-Cultural Methodological Innovation in Bhutan: Teacher Experiences with the Process Writing Approach', Journal of Linguistics and Language Teaching, 6 1-20 (2015) [C1]
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2014 | Sharp HL, 'Historical representation of Gallipoli in the Australian curriculum: What does a critical analysis of textbooks reveal about the Gallipoli campaign?', Agora, 49 14-23 (2014) [C1] | Nova | |||||||||
2014 |
Sharp HL, 'Representing Australia's Involvement in the First World War: Discrepancies between public discourses and school history textbooks from 1916 to 1936.', Journal of Educational Media, Memory, and Society, 6 1-23 (2014) [C1]
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2014 |
Parkes RJ, Sharp H, 'Nietzschean perspectives on representations of national history in Australian school textbooks: What should we do with Gallipoli?', ENSAYOS, Revisita de la Facultad de Educación de Albacete, 29 159-181 (2014) [C1]
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2013 |
Sharp HL, 'What We Teach Our Children: A Comparative Analysis of Indigenous Australians in Social Studies Curriculum, from the 1960s to the 1980s.', Social and Education History, 2 176-204 (2013) [C1]
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2012 |
Sharp HL, 'Australia's 1988 Bicentennial: National history and multiculturalism in the primary school curriculum', History of Education, 41 405-421 (2012) [C1]
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Show 40 more journal articles |
Conference (8 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 | Sharp HL, 'Media, War and Memory', Auckland University of Technology, Aukland NZ (2014) | ||||
2013 |
Sharp HL, Parkes RJ, 'Nietzschean perspectives on a national History curriculum: What should we do with Gallipoli?', AARE Conference Proceedings, Adelaide, South Australia (2013) [E3]
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Nova | |||
2012 | Sharp HL, 'History textbooks as historical representations: A critical analysis of curricula', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
2009 | Huon GF, Sharp HL, 'Centre for Teaching and Learning seminar room', Learning Spaces in Higher Education: Positive Outcomes by Design. Proceedings of the Next Generation Learning Spaces 2008 Colloquium, University of Queensland, Australia (2009) [E2] | ||||
2009 | Sharp HL, Stanley L, Hayward M, 'Critiquing undergraduate student participation in academic research using Kincheloe and Steinberg's eight cognitive benefits', The Student Experience. Proceedings of the 32nd HERDSA Annual Conference, Darwin, Australia (2009) [E1] | ||||
2008 | Sharp HL, Turnbull C, 'Brown bag lunches and a journal club: Establishing communities of practice in a tertiary context', HERDSA 2008: 31st Annual HERDSA Conference. Conference Handbook, Rotorua, NZ (2008) [E3] | ||||
Show 5 more conferences |
Other (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
Sharp HL, Donnelly DJ, 'Representations of World War I in Contemporary Children's Picture Books', ( pp.28-28). Auckland, New Zealand: Auckland University of Technology (2014) [O1]
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Presentation (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Innes M, Forster D, Sharp H, Gurr S, 'Historical empathy assessment: The importance of ethical and culturally responsive history teaching', (2022)
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Report (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Sharp H, Miller A, Ledger S, Birch R, Ritchie D, 'A systematic literature review of decodable and levelled reading books', Cengage Learning Australia, 58 (2022)
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2013 |
Grushka K, Bennett J, Parkes RJ, Beirne R, Donnelly D, Falzon C, et al., 'Visual media texts: Teaching and assessing the humanities & social sciences in a post-literate age', Centre for Learning and Teaching, 18 (2013) [R1]
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2013 |
Grushka KM, Bennett J, Parkes R, Beirne R, Donnelly D, Falzon C, et al., 'Visual Media Texts: Teaching and Assessing the Humanities and Social Sciences in a Post-literate Age', Faculty of Education and Arts, 17 (2013)
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Thesis / Dissertation (2 outputs)
Year | Citation | Altmetrics | Link |
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2011 | Sharp HL, Constructing history: Selective representations of Indigenous Australians and British heritages in Queensland History curriculum., University of Southern Queensland (2011) | ||
2005 | Sharp HL, Reality versus perception: How beginning teachers struggle to achieve optimum success in today's classroom., Deakin University (2005) |
Grants and Funding
Summary
Number of grants | 15 |
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Total funding | $571,677 |
Click on a grant title below to expand the full details for that specific grant.
20222 grants / $187,955
Additional Routes to Success: Digital Badges (ARTS-DB)$182,955
Funding body: NCFE
Funding body | NCFE |
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Project Team | Doctor James Goulding, Professor Peter Twining, Associate Professor Heather Sharp |
Scheme | Assessment Innovation Fund |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | G2101122 |
Type Of Funding | C3500 – International Not-for profit |
Category | 3500 |
UON | Y |
What is inquiry? An investigation into key pedagogies of History teaching and learning$5,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
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Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20202 grants / $71,432
Engaging with Traumatic Pasts: Investigating Effective and Affective Pedagogies for Social Inclusion and Reconciliation$70,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof R Parkes (Lead); A/Prof H Sharp; Dr D Donnelly; Dr R Burke; Prof C Mathis; Prof N Ammert; Prof S Edling; a/Prof J Lofsron et al |
Scheme | Research Programs Pilot Scheme |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
2020 FEDUA 'Finish that Output' scheme funding$1,432
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof H Sharp (Lead) and M Innes (UoN) |
Scheme | FEDUA 'Finish that Output' scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $16,943
Signature Assessment Tasks in History Teacher Education$14,943
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Heather Sharp (Lead), Dr Rachel Burke, Dr Kay Carroll (WSU), Dr Deborah Henderson (QUT), Dr Smanatha Owen (Curtin), Dr Philip Roberts (UC), Dr Louise Zarmati (UT), A/Professor Robert Parkes (UON) |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
HEIRNET, Austria, 2 - 4 September 2019$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $109,980
History and moral encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a history didactic perspective $109,980
Funding body: Swedish Research Council
Funding body | Swedish Research Council |
---|---|
Project Team | Associate Professor Heather Sharp, Professor Niklas Ammert, Dr Silvia Edling, Dr Jan Lofstrom |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2024 |
GNo | G1800018 |
Type Of Funding | C3800 – International Govt - Other |
Category | 3800 |
UON | Y |
20173 grants / $140,031
Early Career Researcher HDR Scholarship: Research Advantage$106,728
Funding body: The University of Newcastle, Australia
Funding body | The University of Newcastle, Australia |
---|---|
Project Team | Heather Sharp |
Scheme | Early Career Researcher HDR Scholarship Scheme: Research Advantage |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Signature Pedagogies of History Teaching$28,303
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Heather Sharp |
Scheme | Women in Research Fellowship |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701405 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Teaching difficult pasts in history classrooms: considerations of curriculum and pedagogy$5,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | Pilot Project Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20152 grants / $24,236
Comparing Our Pasts (COP) International Pilot Study$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Associate Professor Heather Sharp, Associate Professor Josephine May, Doctor Jill Barnes, Ms Vicki Parkes |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500901 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
iANZAC: Young People's Visions of ANZAC$9,236
Funding body: Department of Veterans` Affairs
Funding body | Department of Veterans` Affairs |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Kathryn Grushka, Associate Professor Heather Sharp, Ms Vicki Parkes |
Scheme | Anzac Centenary Local Grants Program |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1400633 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
20142 grants / $16,100
Historical Experience, Representation, Media, Education, Society$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Catherine Hart, Associate Professor Josephine May, Associate Professor Heather Sharp |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400959 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Media, War and Memory, Auckland, New Zealand, 18 - 19 September 2014$1,100
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Heather Sharp |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400969 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20111 grants / $5,000
Representations of Gallipoli in World War 1: Australia-Turkey textbook research and analysis.$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Heather Sharp |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | G1100371 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | History Education in a Post-Truth World | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | Masters | Fostering Empathy And Engagement Through Experiential Learning In The Form Of Interactive Holocaust Survivor Biographies. | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | Masters | A Systematic Literature Review Of Decodable And Levelled Reading Books For Reading Instruction In Primary School Contexts: An Evaluation Of Quality Research Evidence | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Foreign Language Enjoyment and Foreign Language Anxiety among English Language Learners at Northern Border University, Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | The Trends in Private Early Childhood Education Providers in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2008 | Honours | Equity versus excellence: An exploration into high achieving students' perspectives of their academic experiences in an inclusive classroom | Education, University of Southern Queensland | Sole Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | A Tale of Two Missions: The Stated and Perceived Mission of Three Member Schools of Christian Schools Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Millennial perspectives: A Mixed Method Study of Factors Influencing Australian Final Year Pre-service and Early Career History Teachers’ Integration of Technology into Classroom Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Lexical Errors Analysis of Saudi University English Major Students’ Translation Texts | PhD (Education), College of Human and Social Futures, The University of Newcastle | Consultant Supervisor |
2021 | PhD | Promoting ICT Integration in Indonesian EFL Classroom Through In-service Teacher Professional Development | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Constructing Historical Literacies: Navigating New Media | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Emergence, Representation, and Reception of Education Policy in Nepal | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | History Teachers’ Disciplinary and Pedagogical Reasoning and the Empirics of Classroom Pedagogy in Ghana | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | A Study on Attitude and Achievement: The Digital-Game-Based Language Learning by Thai EFL Students | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Information and Communication Technology (ICT) and English as a Foreign Language (EFL) Pre-service Teacher Education in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | The Application of Communicative Language Teaching Approach within English as Foreign Language Context: Saudi Arabia Private Education Case Study | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | The Impact of Disaggregating Concept and Specialist Language on Content Learning and Academic Identity Formation: An Instructional Approach for English Language Learners in Content-Rich Subjects | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2009 | Honours | Equity versus excellence: An exploration into high achieving students' perspectives of their academic experiences in an inclusive classroom | Education, University of Southern Queensland | Sole Supervisor |
2007 | Masters | Embedding ICTs in the SOSE curriculum | Education, University of Southern Queensland | Sole Supervisor |
News
News • 7 Aug 2020
Home grown Historical Encounters journal achieves Q1 ranking
The independent journal Historical Encounters, led by Acting Head of the School of Education, Associate Professor Robert Parkes (as Editor-in-Chief) and published by the University of Newcastle’s History Education Research Network (HERMES) has recently achieved an outstanding milestone with a Q1 ranking in the Scimago Journal Rankings.
News • 27 Oct 2017
Women In Research Fellowships awarded
Thirteen University of Newcastle (UON) researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.
News • 6 Nov 2014
Capturing young people’s visions of ANZAC
The University of Newcastle's (UON) Historical Experience, Representation, Media, Education and Society Research Network (HERMES) has been awarded an ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.
News • 1 Jul 2014
UON Research Group Launches World-class Journal
The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched its inaugural issue of Historical Encounters.
Associate Professor Heather Sharp
Position
Associate Professor
School of Education
School of Education
College of Human and Social Futures
Contact Details
heather.sharp@newcastle.edu.au | |
Phone | 02 4921 8700 |
Office
Room | V Building Ground Floor VG24 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |