Historical novels and related genres in the history curriculum

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).