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Biography

Dr Robert Parkes is Senior Lecturer in Curriculum Studies, and Convenor of the HERMES History Education Research Group, at The University of Newcastle; Founding Editor of Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education; a member of the Editorial Board of Agora / Sungråpho; a Core Author for Public History Weekly; Founding Co-Convenor of the History and Education Special Interest Group within the Australian Association for Research in Education (AARE); and a member of the Academic Advisory Board of the International Society for History Didactics (ISHD). In 2013 he was Visiting Research Fellow with the Educational History and History Didactics group in the Department of Historical, Philosophical, and Religious Studies at Umeå University, Sweden. His research interests include: historical theory and history education; historical consciousness and contemporary historical cultures; history teacher education; and curriculum history, theory and politics.

Robert completed his Bachelor of Education (Hons) degree at the University of Sydney, where he was a recipient of the Newcombe Hodge Essay Prize (1997), and a Dean's List Scholar, graduating the equivalent of "dux litterarum" with Class I Honours and the University Medal (2000). Robert was appointed to Charles Sturt University (Bathurst, NSW) in 2003, where he was a foundation member of the Subjectivities in Teacher Education (SITE) Community of Scholars led by Professor Bill Green; a key organiser and presenter at the New Psychologies in Education symposium (2004); and gained a reputation for pedagogical innovation. He joined The University of Newcastle in January 2007. During 2008-2011 Robert served two consecutive terms as Deputy Head of School, Teaching & Learning, providing leadership in the most wide-ranging and substantial undergraduate and postgraduate curriculum renewal projects within the School of Education for over a decade. In 2012 he accepted a 3-Year Ministerial appointment to the Hunter Institute of TAFE Advisory Council. He currently teaches courses in History, Social and Screen Media Education; and supervises doctoral and research masters students in the area of History, Humanities, and Social Science Education.

Qualifications

  • PhD, University of Newcastle, 25/07/2006
  • Bachelor of Education (Honours), University of Sydney, 21/03/2000
  • Graduate Certificate Practice of Tertiary Teaching, University of Newcastle, 10/12/2007

Research

Research keywords

  • Curriculum History, Theory, & Philosophy
  • History Education, Historical Literacy & History Didactics
  • Pedagogy as Social Practice
  • Philosophy of History, Historiography, & Hermeneutics
  • Politics of Teacher Education
  • Postmodernism, Poststructuralism, and Post-Colonial Studies

Research expertise

Robert's scholarly interests and contributions are located within the field of Curriculum & Pedagogy studies (with a particular focus on History, Humanities, and Social Science Education). His research interests include: historical theory and history education; historical consciousness and contemporary historical cultures; history teacher education; and curriculum history, theory and politics. He has particular expertise in historical and philosophical (poststructural, postcolonial and hermeneutic) research methodologies; and has taught Post-Reconceptualist Curriculum Inquiry at the AARE Theory workshops. He is foundation convenor of the HERMES History Education Research Group, and is currently supervising research students whose projects are focused at the interface of History education, historical consciousness, and public history. Robert's research and scholarship has contributed to understandings of History curriculum as postmodern, post-colonial, and political text; the curriculum politics of Teacher Education; and poststructural curriculum theory. His current scholarly projects focus in various ways on the meta-historical literacies required by history educators to navigate rival narratives, and include a joint book project with Professor Monika Vinterek (Darlana University, Sweden), Dr Anna Clark (University of Technology Sydney, Australia), and Henrik Åström Elmersjö (Umeå University, Sweden), exploring possible pedagogical responses from around the globe to History and Culture Wars.

Fields of Research

CodeDescriptionPercentage
130200Curriculum And Pedagogy100

Memberships

Body relevant to professional practice.

  • Member - NSW Teacher Education Council [NSW TEC] (2008 - 2011)
  • Member - The History Teachers' Association of NSW [HTANSW]
  • Member - History Educators Network of Australia [HENA]

Committee/Associations (relevant to research).

  • Member - Australian Teacher Education Association [ATEA] (2007 - 2011)
  • Member - International Society for the Scholarship of Teaching & Learning in History [HistorySOTL]
  • Member - The Historical Association (UK) [HA]
  • Member - Philosophy of Education Society of Australasia
  • Member - International Society for History Didactics
  • Member - Australian Association for Research in Education [AARE]
  • Member - Australian Curriculum Studies Association [ACSA]
  • Member - International Association for the Advancement of Curriculum Studies [IAACS]

Editorial Board.

  • Editor - Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education
  • Member - Sungraphô (Peer Review Section of AGORA) Journal of History Teachers Association of Victoria (HTAV)
  • Editor - Academic Bytes [ Independent Academic Publishing House ]

Appointments

Visiting Research Fellow
Department of Historical, Philosophical and Religious Studies, Umeå University (Sweden)
01/04/2013 - 01/06/2013
Co-Guest Editor w/ Prof. Monika Vinterek (Darlana University, Sweden)
Special Issue of journal - Education Sciences: History Curriculum, Geschichtsdidaktik, and the Problem of the Nation (Switzerland)
01/03/2012 - 01/03/2013
Ministerial Appointment as Tertiary Education Representative
Hunter Institute of TAFE Advisory Council (Australia)
01/06/2012
Member - Curriculum Committee for Senior History
NSW Board of Studies (Australia)
01/01/2010
Acting Assistant Dean, Teaching & Learning
Faculty of Education and Arts, University of Newcastle (Australia)
01/06/2010 - 01/01/2011
Deputy Head of School, Teaching & Learning
School of Education, University of Newcastle (Australia)
01/02/2008 - 01/01/2012
Executive Member [Web Manager]
Australian Teacher Education Association [ATEA] (Australia)
01/07/2008 - 01/12/2011
Member - ACDE/AARE Research Futures Summit Organising Committee
Australian Council of Deans of Education (ACDE) & Australian Association for Research in Education (AARE) (Australia)
01/07/2009 - 01/07/2010
Faculty Online Support Coordinator
Charles Sturt University (Australia)
01/01/2004 - 01/01/2006

Awards

Distinction.

2000University Medal
University of Sydney (Australia)
Awarded to the bachelor's honours degree student who is effectively "dux litterarum" and whose achievements include Honours Class I, an outstanding academic record, and grade of Outstanding for final professional experience placement.
2000Honours Class I
University of Sydney (Australia)
Awarded for thesis - "The constitution of the subject in the zone of proximal development: A critical analysis of agency in Vygotskian pedagogical discourse"
1996Dean's List Scholar
University of Sydney (Australia)
Awarded for outstanding academic achievement in education studies.

Research Award.

2005Doctoral Completion Scholarship
University of Newcastle (Australia)
Competitive scholarship awarded in final semester of candidature.
2000Australian Postgraduate Award
University of Newcastle (Australia)
Postgraduate scholarship with stipend awarded on competitive basis, held during fulltime component of candidature.
1997Newcombe Hodge Essay Prize
University of Sydney (Australia)
Competitive prize awarded for the most outstanding term paper in second or third year education Studies. Awarded for the term paper: The zone of proximal development and the efficacy of its educational applications.

Invitations

Curriculum Perspectives in Contemporary Higher Education
Academic Senate Paper (with Dr Eva Bendix Petersen), University of Newcastle, Australia (Invited Paper Author)
2011
Good Pedagogy is CH-E-A-P, or Thinking about Quality Teaching (and ICTs) as a Game of CH-E-S=S.
Schooling for futures: Supporting schools conference, NSW Department of Education and Training, Australia (Invited Presenter by Priority Schools & Equity and Rural & Distance Education Coordinators)
2011
Not Antartica Again! Quality Teaching in PSP Schools
Effective Pedagogy in Priority Schools, PSP Student Forum, Priority Schools Programme (Hunter/Central Coast), NSW Department of Education and Training, Australia (Invited Presenter)
2007
What curriculum history can offer contemporary learning design?
School of Liberal Arts, Charles Sturt University, Australia (Invited Presenter)
2006
Informing the design of learning materials with learning theory
Police Academy, Charles Sturt University, Goulburn, Australia (Invited Presenter)
2006
Developing multi-media resources and convergence of modes at CSU
Foundations of University Learning and Teaching (FULT) induction program, Charles Sturt University, Australia (Invited Presenter)
2006
ICT literacies
Tertiary Teaching Colloquium, Charles Sturt University, Australia (Invited Presenter)
2006
Connecting pedagogy to learning and teaching
Tertiary Teaching Colloquium, Charles Sturt University, Australia (Invited Presenter)
2006
Exploring socially and technologically mediated pedagogy for blended and distributed learning environments
Professor's Forum, Charles Sturt University, Australia (Invited Presenter)
2005
Webdilemmas
Working Smarter Conference, Western Region, NSW Department of Education and Training, Australia (Invited Presenter)
2005
Developing learning resources
Centre for Enhancing Learning and Teaching, Charles Sturt University, Australia (Invited Presenter)
2005
Learning and teaching through distance education
Flexible Learning Forum, Charles Sturt University, Australia (Invited Facilitator)
2004
Quality teaching as a curriculum planning framework
Annual District Conference, NSW Department of Education and Training, Australia (Keynote Address)
2004

Collaboration

HERMES is a History Education research group based at the University of Newcastle, Australia. Find out more information, including projects, publications, news and events, and possible affiliation, from the: HERMES website.
The History Network for Teachers and Researchers is a professional community for history educators in universities, schools, museums, and heritage organisations, based in the Hunter region of NSW, Australia. You can participate in HNTR by clicking here to join our facebook group.
For those colleagues, affiliates, and students who like to keep up with breaking news, discuss ideas, or share new finds and resources, Robert invites you to join him on Twitter the online social networking and microblogging service.
If you are an academic anywhere in the world with shared interests, Robert invites you to join him on Academia.edu an online social networking community for university teachers and professors.

Honours and Research Higher Degree Supervision

Robert has significant expertise in poststructural and postcolonial theory, and document-based historical, philosophical, and hermeneutic research methodologies. He welcomes potential Honours or Research Higher Degree students, who are interested in:

  • Curriculum change (explored through its History, Theory, or Politics);
  • History, Humanities, or Social Science Curriculum or Pedagogy;
  • The didaktik (pedagogical content) knowledge of History, Humanities, or Social Science teachers;
  • Influences of Postmodernism, Poststructuralism, or Post-colonialism on the Educational Imagination.

Administrative

Administrative expertise

Robert was appointed to the role of Deputy Head of School, Teaching and Learning, in February 2008, and continued in the role for two terms of office, providing academic leadership during a period of significant policy change within the field of teacher education specifically, and the higher education sector more generally. During his terms of office, Robert chaired the School of Education Teaching & Learning Committee, and had portfolio responsibilities within the School of Education - one of the largest providers of initial teacher education in Australia - for a wide range of academic matters including program accreditation and transition, course quality and availability, complaint resolution, and curriculum renewal. Robert has also contributed to Academic senate working parties on course outlines, course levels, and policy streamlining; piloted and assisted in the refinement of the University's course related ethics approval (CREA) process; served on a range of committees including School of Education interview panels, the Faculty of Education and Arts Progress and Appeals Committee, Faculty A-C Promotion Committee, and University Equity and Teaching & Learning Grant Committees; and acted in the role of Assistant Dean Teaching & Learning for the Faculty of Education and Arts, Program Convenor of the Bachelor of Teaching (Secondary)/Bachelor of Arts program (Callaghan Campus), and Chair of the Streamlining Academic Policies working party for Academic Senate (late 2011). He has been both a seconded and elected member of the executive committee of the Australian Teacher Education Association (ATEA) and maintained their official website from 2008-2011. He has recently accepted nomination to the NSW Board of Studies Curriculum Committee for Senior History, and has accepted a 3-year appointment by the Minister of Education (NSW) as the Tertiary Sector representative on the Hunter Institute of TAFE Advisory Council.

Teaching

Teaching keywords

  • Curriculum Studies
  • History Education
  • Media Literacy
  • Screen Technologies
  • Society & Culture
  • Studies of Religion

Teaching expertise

Robert's diverse teaching career has included work in various capacities as a full-time martial arts instructor (5th Dan Black Belt in Togakure Ryu Ninjutsu, and instructor licenses in Wing Chun and Non-Classical Kung-Fu and Arnis/Kali); communication consultant; lecturer in and practitioner of Shiatsu and Oriental Medicine; School Network Administrator; History, Technology and Learning Support Teacher in suburban high schools in Sydney; and sessional tutor and lecturer in TESOL at the University of Sydney. His first full time appointment as a university lecturer was to Charles Sturt University (Bathurst) where he coordinated courses in a diverse range of areas, and gained a reputation for pedagogical innovation [recognised through invited presentations to the: Faculty of Education Biennial Forum; Centre for Learning and Teaching; Foundation of University Learning and Teaching program; and Charles Sturt University Professors' Forum]. He has significant experience and expertise in university program and course design, and teaches courses at both undergraduate and postgraduate levels in the area of curriculum leadership, history and social education, and screen media literacies.

Teaching philosophy

Robert uses various approaches in his teaching, including project based learning, cognitive apprenticeship, authentic assessment, and a range of cooperative learning pedagogies. As a teacher, he seeks to foster a learning environment characterised by high intellectual challenge, high engagement, and appropriate support; moving as required between 'the sage on the stage' and 'the guide on the side'. He approaches teaching and learning as hermeneutic activities where the goal is the recognition or transformation of our epistemological, axiological, and ontological horizons; and applying poststructural theory to educational design, he encourages the development of practical capacities and meta-theoretical understanding, seeking to produce thoughtful educators who can provide defensible and informed justification for their actions, while navigating the complexities of the pedagogical encounter.

Teaching responsibilities

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Highlighted Publications

For publications that are currently unpublished or in-press, details are shown in italics.

YearCitationAltmetricsLink
2013Parkes RJ, 'Postmodernism, historical denial, and history education: What Frank Ankersmit can offer to history didactics', Nordidactica - Journal of Humanities and Social Science Education, 2013 20-37 (2013) [C1]
2011Parkes RJ, Interrupting History: Rethinking Curriculum After 'The End of History', Peter Lang, New York, 153 (2011) [A1]
2009Parkes RJ, 'Teaching history as historiography: Engaging narrative diversity in the curriculum', IJHLTR: International Journal of Historical Learning Teaching and Research, 8 118-132 (2009) [C1]
2007Parkes RJ, 'Reading history curriculum as postcolonial text: Towards a curricular response to the history wars in Australia and beyond', Curriculum Inquiry, 37 383-400 (2007) [C1]
2014Parkes RJ, Sharp H, 'Nietzschean perspectives on representations of national history in Australian school textbooks: What should we do with Gallipoli?', ENSAYOS, Revisita de la Facultad de Educación de Albacete, 29 159-181 (2014) [C1]

Co-authors: Heather Sharp

2014Parkes RJ, Donnelly D, 'Changing conceptions of historical thinking in History education: an Australian case study', Tempo e Argumento, 6 113-136 (2014) [C1]

Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Click on a category title below to expand the list of citations for that specific category.

Book (2 outputs)

YearCitationAltmetricsLink
2011Parkes RJ, Interrupting History: Rethinking Curriculum After 'The End of History', Peter Lang, New York, 153 (2011) [A1]
2010Millei Z, Griffiths TG, Parkes RJ, Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, Peter Lang Publishing, New York, NY, 192 (2010) [A3]

Chapter (8 outputs)

YearCitationAltmetricsLink
2010Parkes RJ, 'Discipline and the dojo', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 76-90 (2010) [B1]
2010Millei Z, Griffiths TG, Parkes RJ, 'Opening the field: Deliberating over discipline', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 1-12 (2010) [B1]
2010Parkes RJ, Gore JM, Miller WA, 'After poststructuralism: Rethinking the discourse of social justice pedagogy', Social Justice Pedagogy Across the Curriculum : The Practice of Freedom, Routledge, London 164-183 (2010) [B1]

Co-authors: Jenny Gore

2010Millei Z, Griffiths TG, Parkes RJ, 'Continuing the conversation about discipline as a problem? A conclusion', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 175-179 (2010) [B1]
2010Gulson KN, Parkes RJ, 'Bringing theory to doctoral research', The Routledge Doctoral Student's Companion: Getting to Grips with Research in Education and the Social Sciences, Routledge, London 76-84 (2010) [B1]
2010Parkes RJ, Muldoon NI, 'The tutorial as cognitive apprenticeship: Developing discipline-based thinking', An Academic Life: A Handbook for New Academics, ACER Press, Camberwell, VIC 55-64 (2010) [B2]
2010Cantwell RH, Scevak JJ, Parkes RJ, 'Aligning intellectual development with curriculum, instruction and assessment', An Academic Life: A Handbook for New Academics, ACER Press, Camberwell, VIC 16-24 (2010) [B2]

Co-authors: Jill Scevak

2008Gore JM, Parkes RJ, 'On the mistreatment of management', Critical Readings in Teacher Education: Provoking Absences, Sense Publishers, Rotterdam 45-60 (2008) [B1]

Co-authors: Jenny Gore

Show 5 more

Journal article (18 outputs)

YearCitationAltmetricsLink
2014Parkes RJ, Donnelly D, 'Changing conceptions of historical thinking in History education: an Australian case study', Tempo e Argumento, 6 113-136 (2014) [C1]
2014Parkes RJ, Sharp H, 'Nietzschean perspectives on representations of national history in Australian school textbooks: What should we do with Gallipoli?', ENSAYOS, Revisita de la Facultad de Educación de Albacete, 29 159-181 (2014) [C1]

Co-authors: Heather Sharp

2014Parkes RJ, 'Editorial: Encountering history within and beyond borders', Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 1 1-3 (2014) [C3]
2014Parkes RJ, Donnelly DJ, 'Concepções em mudança do pensamento histórico no ensino da história: um estudo de caso australiano', Revista Tempo e Argumento, 6 137-161 (2014)
2014Parkes RJ, 'No outside history: Reconsidering postmodernism', Agora [Sungraphô], 49 4-10 (2014)
2013Parkes RJ, 'Postmodernism, historical denial, and history education: What Frank Ankersmit can offer to history didactics', Nordidactica - Journal of Humanities and Social Science Education, 2013 20-37 (2013) [C1]
2013Parkes RJ, 'Challenges for Curriculum Leadership in Contemporary Teacher Education', Australian Journal of Teacher Education, 38 112-128 (2013) [C1]
2012Parkes RJ, Vinterek M, 'History Curriculum, Geschichtsdidaktik, and the Problem of the Nation [Editorial]', Education Sciences, 2 54-55 (2012) [C3]
2010Gulson KN, Parkes RJ, 'From the barrel of the gun: Policy incursions, land, and Aboriginal peoples in Australia', Environment and Planning A, 42 300-313 (2010) [C1]
2009Bain A, Lancaster J, Zundans L, Parkes RJ, 'Embedding evidence-based practice in pre-service teacher preparation', Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32 215-225 (2009) [C1]
2009Gulson KN, Parkes RJ, 'In the shadows of the mission: Education policy, urban space, and the 'colonial present' in Sydney', Race Ethnicity and Education, 12 267-280 (2009) [C1]
2009Parkes RJ, 'Teaching history as historiography: Engaging narrative diversity in the curriculum', IJHLTR: International Journal of Historical Learning Teaching and Research, 8 118-132 (2009) [C1]
2008Gillian E, McAllister L, McLeod S, Parkes RJ, 'Written language intervention approaches: A brief review', Asia Pacific Journal of Speech, Language, and Hearing, 11 111-117 (2008) [C1]
2007Parkes RJ, 'A webdilemma in social education: Using the internet to build intellectual quality', The Social Educator, 25 7-11 (2007) [C1]
2007Parkes RJ, 'Reading history curriculum as postcolonial text: Towards a curricular response to the history wars in Australia and beyond', Curriculum Inquiry, 37 383-400 (2007) [C1]
2006Bain A, Parkes RJ, 'Can schools realise the learning potential of knowledge management?', Canadian Journal of Learning and Technology, 32 (2006) [C1]
2006Bain A, Parkes RJ, 'Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study', BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 37 177-189 (2006) [C1]
2005Parkes R, 'A WebDilemma: Intellectual engagement on the Internet', Independent Education, (2005) [C3]
Show 15 more

Review (1 outputs)

YearCitationAltmetricsLink
2012Parkes RJ, 'What is poststructuralism?', Making Theory Make Sense (2012) [D1]

Conference (21 outputs)

YearCitationAltmetricsLink
2013Sharp HL, Parkes RJ, 'Nietzschean perspectives on a national History curriculum: What should we do with Gallipoli?', AARE Conference Proceedings, Adelaide, South Australia (2013) [E3]

Co-authors: Heather Sharp

2013Parkes RJ, Goulding J, 'History as a method not a truth: How internet and celluloid conspiracy theory challenges concepts of historical literacy', AARE Conference Proceedings, Adelaide, South Australia (2013) [E3]
2013Parkes RJ, Shaw E, 'That¿s not who I thought I was! Learning from celebrity encounters with unexpected family history narratives', AARE Conference Proceedings, Adelaide, South Australia (2013) [E3]
2012Parkes RJ, 'Post-colonial perspectives on the historical narrative: Towards a pedagogic theory of historical representation', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2011Parkes RJ, 'Genealogy as pedagogy: Rethinking the history curriculum', 3rd Paris International Conference on Education, Economy and Society, Paris (2011) [E3]
2010Parkes RJ, Petersen EB, 'The collision of vertical and horizontal curriculum discourses in contemporary higher education', AARE 2010 Conference Proceedings, Melbourne, Vic (2010) [E3]

Co-authors: Eva Petersen

2010Parkes RJ, Loughland A, Petersen EB, 'Unfashionably postmodern: Rethinking teacher education and the Project of Consensus', Teacher Education for a Sustainable Future. The Annual Conference of the Australian Teacher Education Association for Research (ATEA), Townsville, QLD (2010) [E3]

Co-authors: Eva Petersen

2010Petersen EB, Parkes RJ, 'Pedagogical refrains in Australian teacher education: Developing a conceptual frame for empirical exploration', Teacher Education for a Sustainable Future. The Annual Conference of the Australian Teacher Education Association for Research (ATEA), Townsville, QLD (2010) [E3]

Co-authors: Eva Petersen

2009Parkes RJ, Griffiths TG, 'Comparative education, border pedagogy, and teacher education in an age of internationalisation', Australian Teacher Education Association Annual Conference Proceedings Archive, Albury, NSW (2009) [E1]

Co-authors: Tom Griffiths

2009Griffiths TG, Parkes RJ, Downey J, Gore JM, Ladwig JG, Miller WA, 'Conceptions of social science knowledge: Assessing the impact on pedagogical reform', AARE 2008 International Education Research Conference: Changing Climates: Education for Sustainable Futures, Brisbane, QLD (2009) [E1]
2009Gore JM, Miller WA, Griffiths TG, Parkes RJ, Ellis H, 'Refining assessment practice in the social sciences', ATN Assessment Conference 2009, Melbourne, Vic (2009) [E1]
2009Gore JM, Ladwig JG, Miller WA, Griffiths TG, Parkes RJ, Ellis H, 'Quality assessment in university social science courses', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2]
2009Parkes RJ, Roy DM, 'Becoming bravehearts: Challenging the neglect of media studies in teacher education', ATEA 2009 Conference Program, Albury, NSW (2009) [E3]

Co-authors: David Roy

2008Griffiths TG, Parkes RJ, Gore JM, Miller WA, Ladwig JG, 'Conceptions of historical and geographical knowledge: Assessing the impact of pedagogical reform', AERA 2008 Annual Meeting. Abstracts, New York (2008) [E3]
2008Parkes RJ, 'Interrupting history teacher education: Reconceptualising the history method course after 'the end of History'', Teacher Educators at Work: What Works and Where is the Evidence? Proceedings of the 2008 Australian Teacher Education Association National Conference, Sunshine Coast, QLD (2008) [E3]
2007Parkes RJ, 'Teaching history as Hermeneutics: Critically and pedagogically engaging narrative diversity in the curriculum', 2007 Biennial ACSA Conference. Curriculum Centre Stage: Inclusivity, Creativity and Diversity. Papers, Melbourne (2007) [E1]
2006Parkes RJ, 'School history as post-colonial text: the ongoing struggle for histories in the New South Wales curriculum', Programme and abstracts: Curriculum as Conversation, Tampere, Finland (2006) [E3]
2004Loughland A, Parkes R, 'Backward mapping and the big idea: Employing social constructionist theory in curriculum planning', Making Spaces: Regenerating the Profession, Bathurst NSW (2004) [E1]
2001Parkes RJ, 'On the subject of pedagogies: Vygotskian contributions to a postmodern approach to critical pedagogy', AARE 2000 - Conference papers, Sydney (2001) [E1]
2000Parkes RJ, 'The crisis in pedagogy', Conference Proceedings - International Network of Philosophers of Education Vol 2, Sydney (2000) [E1]
2000Parkes RJ, 'On the subject of pedagogies: Vygotskian contributions to a postmodern approach to critical pedagogy', AARE-NZARE Sydney 2000 - Education Research: Towards an Optimistic Future- Abstracts, Sydney 4-7 December (2000) [E3]
Show 18 more

Other (1 outputs)

YearCitationAltmetricsLink
2014Parkes RJ, 'Big History: Can life go on without a meta-narrative?', ( issue.35) (2014)

Report (2 outputs)

YearCitationAltmetricsLink
2013Grushka K, Bennett J, Parkes RJ, Beirne R, Donnelly D, Falzon C, et al., 'Visual media texts: Teaching and assessing the humanities & social sciences in a post-literate age', Centre for Learning and Teaching, 18 (2013) [R1]
2009Gore JM, Ladwig JG, Miller WA, Ellis H, Parkes RJ, Griffiths TG, 'Final Report: Quality Assessment: Linking Assessment Tasks and Teaching Outcomes in the Social Sciences', Australian Learning and Teaching Council, 51 (2009) [R1]
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Grants and Funding

Summary

Number of grants16
Total funding$320,849

- Indicates that the researcher may be seeking students for this project.

Click on a grant title below to expand the full details for that specific grant.

2014 (3 grants)

Strengthening the HERMES Historical Cultures and History Education Research Network$15,000
Funding Body: University of Newcastle - Faculty of Education and Arts

SchemeRole
Pilot Project GrantChief Investigator
Total AmountFunding StartFunding Finish
$15,00020142014
GNo:184782074

Historical Experience, Representation, Media, Education, Society$15,000
Funding Body: University of Newcastle - Faculty of Education and Arts

Project Team
Doctor Robert Parkes, Doctor Debra Donnelly, Doctor Catherine Hart, Associate Professor Josephine May, Doctor Heather Sharp
SchemeRole
Strategic Networks GrantChief Investigator
Total AmountFunding StartFunding Finish
$15,00020142014
GNo:G1400959

AARE-NZARE 2014 Conference, Brisbane, Australia, 30 - 4 December 2014$995
Funding Body: University of Newcastle - Faculty of Education and Arts

Project Team
Doctor Robert Parkes
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$99520142014
GNo:G1400973

2011 (2 grants)

Visual Media Texts: Teaching and Assessing the Humanities and Social Sciences in a Post-literate Age$10,000
Funding Body: Centre for Teaching and Learning, University of Newcastle

SchemeRole
Teaching and Learning Project GrantsChief Investigator
Total AmountFunding StartFunding Finish
$10,00020112011
GNo:137997743

3rd Paris International Conference on Education, Economy and Society, Hotel Concorde La Fayette, Paris, France, 20 - 23 July 2011$1,500
Funding Body: University of Newcastle - Faculty of Education and Arts

Project Team
Doctor Robert Parkes
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,50020112011
GNo:G1100414

2010 (1 grants)

Post-critical pedagogy in the enterprise university? Exploring the lived experience of the tertiary educator.$9,174
Funding Body: University of Newcastle

Project Team
Doctor Robert Parkes
SchemeRole
Early Career Researcher GrantChief Investigator
Total AmountFunding StartFunding Finish
$9,17420102010
GNo:G1000467

2007 (3 grants)

Quality Assessment: Linking assessment tasks and teaching outcomes in the social sciences$219,939
Funding Body: Australian Learning and Teaching Council

Project Team
Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller, Doctor Tom Griffiths, Doctor Robert Parkes
SchemeRole
Research GrantInvestigator
Total AmountFunding StartFunding Finish
$219,93920072008
GNo:G0188132

Reconceptualising History Curriculum$1,500
Funding Body: University of Newcastle

Project Team
Doctor Robert Parkes
SchemeRole
New Staff GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,50020072007
GNo:G0187788

Curriculum Centre Stage - ACSA Biennial Conference. Melbourne, Victoria, 8/7/2007 - 10/7/2007$1,041
Funding Body: University of Newcastle

Project Team
Doctor Robert Parkes
SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,04120072007
GNo:G0188027

2006 (2 grants)

Subjectivities in Teacher Education (SITE)$14,700
Funding Body: Charles Sturt University

SchemeRole
Community of Scholars GrantInvestigator
Total AmountFunding StartFunding Finish
$14,70020062007
GNo:8018223

History curriculum as post-colonial text: The on-going struggle for histories in the New South Wales curriculum$1,000
Funding Body: Charles Sturt University

SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,00020062006
GNo:8018343

2005 (1 grants)

Completion Scholarship for Interrupting History: A critical-reconceptualisation of History curriculum after 'the end of history'$2,000
Funding Body: University of Newcastle

SchemeRole
Doctoral Research ScholarshipChief Investigator
Total AmountFunding StartFunding Finish
$2,00020052006
GNo:8018314

2004 (1 grants)

Technology for inclusion: The role of curriculum authoring and feedback tools in preparing inclusive education teachers$10,000
Funding Body: Charles Sturt University

SchemeRole
Research GrantInvestigator
Total AmountFunding StartFunding Finish
$10,00020042006
GNo:8018232

2003 (2 grants)

Reconceptualising Web Pedagogies$2,000
Funding Body: Charles Sturt University

SchemeRole
Seed FundingChief Investigator
Total AmountFunding StartFunding Finish
$2,00020032004
GNo:8018196

Has Vygotsky lost his mind? Interpreting (in) the zone of proximal development$1,000
Funding Body: Charles Sturt University

SchemeRole
Travel GrantChief Investigator
Total AmountFunding StartFunding Finish
$1,00020032003
GNo:8018387

2000 (1 grants)

Interrupting History: A critical-reconceptualisation of History curriculum after 'the end of history'$16,000
Funding Body: University of Newcastle

SchemeRole
Postgraduate Research ScholarshipChief Investigator
Total AmountFunding StartFunding Finish
$16,00020002001
GNo:8018279
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Research Supervision

Number of current supervisions5
Total current UoN Masters EFTSL0.75
Total current UoN PhD EFTSL1.45

For supervisions undertaken at an institution other that the University of Newcastle, the institution name is listed below the program name.

Current Supervision

CommencedProposed
Completion
ProgramSupervisor TypeResearch Title
20142016M Philosophy (Education)Principal SupervisorArchaeological Sights: Uncovering the Past by Teaching Teachers how to Dig it
20142018M Philosophy (Education)Principal SupervisorThe Impact of Historical Consciousness On the Teaching of the History Extension In New South Wales
20142017PhD (Education)Principal SupervisorFactors Affecting Early Career Teachers' Formation of E-Learning Pedagogy in the History Classroom
20132017PhD (Education)Principal Supervisor"You Don't Have to Know What You're Looking For... The Significance of Family History Research and its Pedagogical Implications for the 21st Century Classroom".
20132017PhD (Education)Principal SupervisorWe Better Stop, Hey, What's That Sound, Everybody Look What's Going Down (Stills, 1966): Using Popular Music as Critical Pedagogy in the History Classroom

Past Supervision

YearProgramSupervisor TypeResearch Title
2013Honours Education
The University of Newcastle
Sole SupervisorThe representation and reception of critical pedagogy ideology in pre-service teacher education
2011Masters Education Studies
University of Newcastle
Sole SupervisorCritical theory and the international Baccalaureate diploma. Minor Thesis completed for the award of Master of Leadership and Management in Education (Hons).
2009Masters Education Studies
University of Newcastle
Sole SupervisorEFL Teachers from Indonesia: Perception of the role of computers in the classroom. Minor Thesis completed for the award of Master of Educational Studies.
2007Masters Speech Pathology
Charles Sturt University
Co-SupervisorSentence Agent: Software to help students write sentences A report of group intervention. Minor Thesis completed for the award of Masters in Speech Pathology.
2006Honours Education Studies
Charles Sturt University
Sole SupervisorTranscending colours: Three young Indigenous people and their struggle for an authentic identity. Hons Thesis completed for the award of Bachelor of Education (Hons). Awarded Class I Hons.
2005Honours Education Studies
Charles Sturt University
Sole SupervisorA critique of the food pyramid as pedagogic device. Hons Thesis completed for the award of Bachelor of Education (Hons).
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Dr Robert Parkes

Work Phone(02) 498-54080
Fax(02) 492-17887
Email
PositionSenior Lecturer
School of Education
Faculty of Education and Arts
The University of Newcastle, Australia
Office
HA111,
Hunter Building,
Callaghan
University Drive
Callaghan NSW 2308
Australia
URL:www.newcastle.edu.au/profile/robert-parkes
Linkhttp://www.newcastle.edu.au/profile/robert-parkes