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Curriculum Inquiry Volume 51, 2021 - Issue 4
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Research Article

Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking

Mati KeynesUniversity of Technology Sydney, New South Wales, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9687-8306View further author information
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Pages 413-436 | Published online: 12 Jul 2021

Citations (4)

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Read on this site (3)

Mati Keynes. (2024) From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008. Journal of Curriculum Studies 56:3, pages 339-354.
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James Miles & Matilda Keynes. (2023) The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history. Rethinking History 27:3, pages 488-510.
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Sarah Dryden-Peterson & Natasha Robinson. (2023) Time, source, and responsibility: understanding changing uses of the past in ‘post-conflict’ South African history teaching, 1998 and 2019. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Articles from other publishers (1)

Sophie Rudolph & Archie Thomas. (2023) Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia. Comparative Education Review 67:S1, pages S110-S128.
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