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Howard in 2007; arguably a point in time when the vehement nature of the debates subsided,
and their high media profile ceased.
The importance of this research is that it intends to make a significant contribution to the
current debates about the direction of the History curriculum in schools, particularly in
relation to the proposed national curriculum by proffering an historical perspective on
curriculum content. Furthermore, the study provides an insight into Queensland schooling
through an investigation of History curriculum across various historical eras. Knowledge of
the construction of past events, as represented in curriculum, is essential to understanding
reasons for the current structure and content taught, and to move forward in the future in
order to ensure best possible education experiences for students. The outcomes of the
research is valuable to both pre-service and qualified teachers as it provides access to
knowledge regarding past constructions of curriculum, so a clearer understanding of current
issues and potentially future changes can be gained. This project will also be of interest to
education historians, history educators broadly, and historians of textbooks.
Finally, there is an interest in the broader national and international community on the topic
of textbooks and teaching of History in schools, both separately and combined. There is
currently an increased interest in carrying out research related to these topics in several
countries, including Japan, Great Britain, Germany and the United States (see, for example,
Wodak, 2001; Tampke, 2006; Moughrabi, 2001; Issitt, 2004; Osborne, 2003; Cope 1987;
Brawley, 1997; an overview of the broader arguments in the United States in Wineburg,
2001; and an overview of a number of national contexts in Ahonen, 2001). This research
aims to contribute to the knowledge that contributes to national histories and school texts by
focusing on the Australian context. In doing so, this research aims to further develop
comparative studies on a transnational level.
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