H Sharp
Biographic Data
| ID | 4265 |
|---|---|
| NAME | H Sharp |
| GIVEN NAMES | H |
| FAMILY NAME | Sharp |
| SIGNATURE | SHARP H |
| AFFILIATIONS | University of Newcastle Australia |
| ORCID | 0000-0001-8487-6605 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How curriculum frameworks cultivate democratic and historical consciousness
This article elaborates on findings made in a special issue collection of research in Citizenship, Social and Economics Education , in terms of how History curricula in different countries frame the development of democratic and historical consciousness. Collectively, these contributions provided analyses across nine countries. The function of this present contribution is to weave together several threads introduced in this special issue and to f…
Discourses of democratic consciousness in key Australian curriculum documents
This article analyses examples of democratic values within content about forms of government as evident in the Alice Springs (Mparntwe) Education Declaration and the Australian Curriculum: History. Taking a contemporary focus of the current national curriculum implemented in 2011—which was the first iteration of Australia's first national curriculum, the paper examines forms of government as presented to students from their historical and any cur…
Awarding digital badges
This paper reports on a study that replaced marks with digital badges in an undergraduate Initial Teacher Education course. The aim was to examine the impact of badging on students, and on the quality of university provision. Data collection consisted of surveys and focus groups. The study found that while digital badges had considerable potential to improve the student experience in terms of engagement with feedback, motivation and reducing ‘gra…
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020
The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enab…
Programmes targeting student retention/success and satisfaction/experience in higher education
Teaching Secondary History
Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategi…
Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
In light of current tendencies, where appreciating plurality and uphold everyone’s equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theorie…
The good citizen
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 tha…
What We teach our Children
This article conducts a comparative analysis of topics connected to Indigenous Australians in the Social Studies curriculum taught in Queensland (Australia) schools in the 1 960s and in the 1 980s. Apple’s (2000) ‘mentioning’ is applied to examine the representations of this group. ‘Mentioning’ is used as a way to explain information that is included in a minimal way and does not cover the focus topic in any real depth or with engaged substance. …
Racial Changes in Metropolitan Areas, 1950-1960
Journal Article Racial Changes in Metropolitan Areas, 1950–1960 Get access Leo F. Schnore, Leo F. Schnore University of Wisconsin Search for other works by this author on: Oxford Academic Google Scholar Harry Sharp Harry Sharp University of Wisconsin Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 41, Issue 3, March 1963, Pages 247–253, https://doi.org/10.2307/2573166 Published: 01 March 1963
What We teach our Children
This article conducts a comparative analysis of topics connected to Indigenous Australians in the Social Studies curriculum taught in Queensland (Australia) schools in the 1 960s and in the 1 980s. Apple’s (2000) ‘mentioning’ is applied to examine the representations of this group. ‘Mentioning’ is used as a way to explain information that is included in a minimal way and does not cover the focus topic in any real depth or with engaged substance. …
Racial Changes in Metropolitan Areas, 1950-1960
Journal Article Racial Changes in Metropolitan Areas, 1950–1960 Get access Leo F. Schnore, Leo F. Schnore University of Wisconsin Search for other works by this author on: Oxford Academic Google Scholar Harry Sharp Harry Sharp University of Wisconsin Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 41, Issue 3, March 1963, Pages 247–253, https://doi.org/10.2307/2573166 Published: 01 March 1963
What We teach our Children
This article conducts a comparative analysis of topics connected to Indigenous Australians in the Social Studies curriculum taught in Queensland (Australia) schools in the 1 960s and in the 1 980s. Apple’s (2000) ‘mentioning’ is applied to examine the representations of this group. ‘Mentioning’ is used as a way to explain information that is included in a minimal way and does not cover the focus topic in any real depth or with engaged substance. …
Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
In light of current tendencies, where appreciating plurality and uphold everyone’s equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theorie…
The good citizen
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 tha…
Teaching Secondary History
Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategi…
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020
The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enab…
Programmes targeting student retention/success and satisfaction/experience in higher education
Awarding digital badges
This paper reports on a study that replaced marks with digital badges in an undergraduate Initial Teacher Education course. The aim was to examine the impact of badging on students, and on the quality of university provision. Data collection consisted of surveys and focus groups. The study found that while digital badges had considerable potential to improve the student experience in terms of engagement with feedback, motivation and reducing ‘gra…
Discourses of democratic consciousness in key Australian curriculum documents
This article analyses examples of democratic values within content about forms of government as evident in the Alice Springs (Mparntwe) Education Declaration and the Australian Curriculum: History. Taking a contemporary focus of the current national curriculum implemented in 2011—which was the first iteration of Australia's first national curriculum, the paper examines forms of government as presented to students from their historical and any cur…
How curriculum frameworks cultivate democratic and historical consciousness
This article elaborates on findings made in a special issue collection of research in Citizenship, Social and Economics Education , in terms of how History curricula in different countries frame the development of democratic and historical consciousness. Collectively, these contributions provided analyses across nine countries. The function of this present contribution is to weave together several threads introduced in this special issue and to f…
Educator Training and Historical Pedagogy (7 works) · Sociology (7 works) · Consciousness (5 works) · Epistemology (5 works) · Curriculum (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Computer Science (3 works) · Global Education and Multiculturalism (3 works) · Philosophy (3 works)