Matthew R Keynes
Biographic Data
| ID | 6329600 |
|---|---|
| NAME | Matthew R Keynes |
| GIVEN NAMES | Matthew R |
| FAMILY NAME | Keynes |
| SIGNATURE | KEYNES M R |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-9687-8306 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The truth about education: From the Royal Commission into Aboriginal Deaths in Custody to the Yoorrook Justice Commission
Over the past thirty-five years, three major truth-telling processes have examined the Australian state's treatment of Aboriginal and Torres Strait Islander peoples: the [Royal Commission into Aboriginal Deaths in Custody (1991) the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (1997), and the Yoorrook Justice Commission (2025). Although different in mandate and scope, each identified s…
Education and Historical Justice: Redress, Reparations and Reconciliation in the Classroom
Education and Historical Justiceexplores how global movements for historical redress and reconciliation are reshaping education and schooling. This book is the first to theorize the important and growing nexus between education and historical justice engaging questions of temporality, narrativity and responsibility. It considers how educational policy, curriculum, pedagogy, and materials are being reformed to address goals of historical justice, …
The engaged parent: Schooling and motherhood in the contemporary economy
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008
This article explores how recent curricular reform in Australia has been responsive to a culture of redress.It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum.This is explored through a case study analysis of the two iterations of the Victorian Curriculum: His…
Truth Commissions and Teacher Education in Australia and the Northern Nordics
In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups and/or Indigenous people, including acknowledging historical mistreatment and addressing remaining injustices. A common aim of these processes is to spread knowledge…
Schools as public things: Parents and the affective relations of schooling
This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the…
Rhetoric of Redress: Australian Political Speeches and Settler Citizens' Historical Consciousness
This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens’ relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nati…
The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history
In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might e…
Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking
Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum i…
History Education for Transitional Justice? Challenges, Limitations and Possibilities for Settler Colonial Australia
∞ In recent times, a conception of history education as facilitating truth, remembrance and critical thinking has been positioned as useful for transitional justice in divided societies, but this analysis has not been extended to settler states which are also characterized by prolonged division and state-administered violence. To explore this, the article draws on examples from Australia where scholars have been extending the framework of transit…
A bogus Newtonian ‘curiosity’ at The Royal Society
The portrait of Isaac Newton in 1717 by Charles Jervas (which graced the cover of Notes and Records last year) shows Newton pointing his finger towards a watch. Is this the gold watch thought to have belonged to Newton, which is now kept in The Royal Society? New evidence, presented in this paper, indicates that the watch is bogus, being of later date. So the answer is ‘no’. A gold watch presented by Newton to Richard Bentley in 1717 is another p…
Essay review. Lancelot Hogben, F.R.S. (1895–1975): A review of his autobiography
Adrian and Anne Hogben, Lancelot Hogben–scientific humanist . Merlin Press, Woodbridge, Suffolk, 1998. Pp. 254, £14.95 (hardback). ISBN 0 85036 470 1
The Portland Vase: Sir William Hamilton, Josiah Wedgwood and the Darwins
The Portland Vase in the British Museum is named after the Dukes of Portland who owned it from 1786 to 1945, and is the finest piece of Roman cameo–glass in existence. From a report of 1697 it is probable, but not certain, that it was discovered in 1582 near a marble sarcophagus found on excavation of a burial chamber in a mound, known as the Monte del Grano, beside the Via Tuscolana, three miles south–east of the Porta San Giovanni of ancient Ro…
Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking
Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum i…
History Education for Transitional Justice? Challenges, Limitations and Possibilities for Settler Colonial Australia
∞ In recent times, a conception of history education as facilitating truth, remembrance and critical thinking has been positioned as useful for transitional justice in divided societies, but this analysis has not been extended to settler states which are also characterized by prolonged division and state-administered violence. To explore this, the article draws on examples from Australia where scholars have been extending the framework of transit…
The engaged parent: Schooling and motherhood in the contemporary economy
Schools as public things: Parents and the affective relations of schooling
This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the…
The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history
In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might e…
The Portland Vase: Sir William Hamilton, Josiah Wedgwood and the Darwins
The Portland Vase in the British Museum is named after the Dukes of Portland who owned it from 1786 to 1945, and is the finest piece of Roman cameo–glass in existence. From a report of 1697 it is probable, but not certain, that it was discovered in 1582 near a marble sarcophagus found on excavation of a burial chamber in a mound, known as the Monte del Grano, beside the Via Tuscolana, three miles south–east of the Porta San Giovanni of ancient Ro…
Essay review. Lancelot Hogben, F.R.S. (1895–1975): A review of his autobiography
Adrian and Anne Hogben, Lancelot Hogben–scientific humanist . Merlin Press, Woodbridge, Suffolk, 1998. Pp. 254, £14.95 (hardback). ISBN 0 85036 470 1
A bogus Newtonian ‘curiosity’ at The Royal Society
The portrait of Isaac Newton in 1717 by Charles Jervas (which graced the cover of Notes and Records last year) shows Newton pointing his finger towards a watch. Is this the gold watch thought to have belonged to Newton, which is now kept in The Royal Society? New evidence, presented in this paper, indicates that the watch is bogus, being of later date. So the answer is ‘no’. A gold watch presented by Newton to Richard Bentley in 1717 is another p…
History Education for Transitional Justice? Challenges, Limitations and Possibilities for Settler Colonial Australia
∞ In recent times, a conception of history education as facilitating truth, remembrance and critical thinking has been positioned as useful for transitional justice in divided societies, but this analysis has not been extended to settler states which are also characterized by prolonged division and state-administered violence. To explore this, the article draws on examples from Australia where scholars have been extending the framework of transit…
Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking
Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum i…
Rhetoric of Redress: Australian Political Speeches and Settler Citizens' Historical Consciousness
This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens’ relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nati…
The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history
In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might e…
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008
This article explores how recent curricular reform in Australia has been responsive to a culture of redress.It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum.This is explored through a case study analysis of the two iterations of the Victorian Curriculum: His…
Truth Commissions and Teacher Education in Australia and the Northern Nordics
In Australia, like in several of the Nordic countries, truth commissions (TCs) are becoming part of the political and educational landscape. These developments are related to a global phenomenon over the past 40-odd years, where states are examining their relations to minority groups and/or Indigenous people, including acknowledging historical mistreatment and addressing remaining injustices. A common aim of these processes is to spread knowledge…
Schools as public things: Parents and the affective relations of schooling
This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the…
Education and Historical Justice: Redress, Reparations and Reconciliation in the Classroom
Education and Historical Justiceexplores how global movements for historical redress and reconciliation are reshaping education and schooling. This book is the first to theorize the important and growing nexus between education and historical justice engaging questions of temporality, narrativity and responsibility. It considers how educational policy, curriculum, pedagogy, and materials are being reformed to address goals of historical justice, …
The engaged parent: Schooling and motherhood in the contemporary economy
The truth about education: From the Royal Commission into Aboriginal Deaths in Custody to the Yoorrook Justice Commission
Over the past thirty-five years, three major truth-telling processes have examined the Australian state's treatment of Aboriginal and Torres Strait Islander peoples: the [Royal Commission into Aboriginal Deaths in Custody (1991) the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (1997), and the Yoorrook Justice Commission (2025). Although different in mandate and scope, each identified s…
Political science (9 works) · Sociology (9 works) · Educator Training and Historical Pedagogy (7 works) · Law (6 works) · Politics (4 works) · Art (3 works) · Economic Justice (3 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works) · History (3 works)