Dr Robert Parkes

Dr Robert Parkes

Head of School

School of Education

Teaching history after the end of history

The work of Dr Robert Parkes sits at the intersection of history education and public history, underpinned by curriculum theory.

Senior Lecturer in Curriculum Studies and Deputy Head of School, Teaching & Learning within the School of Education, Robert is interested in how people engage with the past both within schools, and within daily life.

As Convenor of the internationally respected HERMES History Education Research Network (HERMES), Robert spearheads the UON team involved in collaborative global projects in the sphere of public history and history education. He is Founding Editor of the internationally recognised Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education.

The invocation of historical context and connections as a means of self-formation and legitimising authority in the present are of great interest to Robert, especially within, but not limited to, the arena of martial arts in which he holds three black belts.

A core author for Public History Weekly, Robert creates work that both measures and informs public perceptions of history.

THE END OF HISTORY

Robert’s book ‘Interrupting History: Rethinking Curriculum After 'The End of History’ was published in 2015 and explores concepts central to his work.

“The book is about postmodernism and history, and the idea of the end of history. How can we teach history after the end of history?” Robert asks.

When referencing the ‘end of history’, Robert is referring to the postmodern disruption of singular perspective dominant historical discourses with coexisting and often competing histories of the same events seen from differing perspectives.

“We are faced with these competing narratives, how should they be approached in the classroom?” he queries.

He is now working on a joint book project for Palsgrave, exploring possible pedagogical responses to this question from around the globe.

“Most of the books in this space describe the History Wars in their various countries, but they don't tell teachers what to do. This book is trying to collect scholars from all over the world saying how should we respond to this as teachers,” he explains.

“My work says all forms of history are equally problematic so therefore, we should approach it all with a critical eye.”

TRAINING METADISCIPLINARIANS

“In order to judge the truth claims of any historical text,” Robert says, “you have to understand the method that was used to produce it.”

“Which means that practically, from a teaching point of view, our pre-service teachers have to understand historiography.”

Debate internationally has often concerned itself with whether history education should be taught through a disciplinary model as a discrete subject, or an interdisciplinary curriculum model involving other subjects under the umbrella of social science.

Robert is a firm believer that regardless of curriculum, tertiary level history education should be taught through a metadisciplinary approach.

“Even if the curriculum calls for a disciplinary or an interdisciplinary model, history educators need to be metadisciplinary,” he asserts.

HERMES are looking to contribute to the debate about what people actually learn in history at school.

“When people are asked they often say they did not learn very much,” Robert claims.

“But when we ask them to tell the history of Australia in their own words, a lot of what they tell us is taught in school – quite the opposite of their perception.”

THE RAP PROJECT

With his HERMES colleagues, Robert is working on a project entitled ‘Remembering Australia’s Past’ (RAP), which explores the depth of knowledge of coexisting discourses within pre-service teachers’ understandings of Australian history.

Adapting highly successful narrative research methodology developed by Canadian Professor, Jocelyn Létourneau, members of the HERMES research group are asking pre-service history teachers to write for 45 minutes in response to the request to “Tell the history of the nation in your own words”.

An extension of the RAP pilot study, the now international ‘Comparing Our Pasts’ (COP) project involves collaboration with researchers in Canada, Sweden and New Zealand, with whom results will be shared and compared.

Key to the comparative study will be determining how the Australian, Canadian, Swedish and New Zealand participants address the Indigenous (Aboriginal and Torres Strait Islander, First Nation, Sami, or Maori) histories of their nation.

Early findings from the Australian data suggest a rather uncritical view of dominant discourses, with the depth of many narratives seemingly ossified at a primary school level.

Robert’s HERMES colleagues are also using this data to inform their work on public perceptions of the Gallipoli campaign and Colonial settlement.

PUBLISHING HISTORICAL CONSCIOUSNESS

Undertaking a sabbatical in 2013 as a Visiting Research Fellow with the Educational History and History Didactics group in the Department of Historical, Philosophical, and Religious Studies at Umeå University, Sweden, Robert encountered the concept of historical culture, a concept he believes reinvigorated his work.

“Historical culture is the encounters you have with history in your everyday life,” he asserts.

“When I came back from Sweden, I realised there was no education journal space dedicated to looking at historical culture, nor at the notion of historical consciousness.”

“So we formed this journal Historical Encounters, in which we explore historical consciousness, historical culture and history education.”

“We have the most fantastic editorial board of any history education journal in the world. It has had a strong reception, particularly in Europe where the language we are using speaks to them exactly.”

Robert has also enjoyed success with his more publicly accessible work featured in Public History Weekly, an international blog-journal published out of Switzerland.

HISTORY LEGITIMISING AUTHORITY

Among the many postgrad students Robert is supervising, is one looking ethnographically at the pedagogy of martial arts.

“He is looking to see if there is a greater variation between or within martial arts in terms of the pedagogies, and asking an overarching question - is there a pedagogy of martial arts?”

Robert’s first published article was a discussion regarding the mantle held by Ninjutsu as a unique martial art. Published in 1994, before it was commonly accepted, the piece argued that Ninjutsu is in fact a branch of the samurai arts.

“I am examining self formation in martial arts, which fits into my work on identity,” Robert, who has black belts in a Filipino, a Chinese and a Japanese martial art, explains.

“I am interested in the way people see themselves as part of traditions, or not, and the subsequent reinvention of tradition, and investigating the ways martial artists use history a means of legitimisation of their authority.”

With his long-term interest validated by a recent explosion of academic work focusing on the culture, history, and pedagogies of martial arts, Robert is looking at focusing more work on the culture of martial arts through the lens of public history.

Related links

Robert Parkes

Teaching history after the end of history

The work of Dr Robert Parkes sits at the intersection of history education and public history, underpinned by curriculum theory.

Read more

Career Summary

Biography

Dr Robert Parkes is Senior Lecturer in Curriculum Studies, and Convenor of the HERMES History Education Research Network, concentrated 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, hermeneutics, and history education; historical consciousness, public history and historical culture; history teacher education; and curriculum history, theory and politics. He also has an interest in martial arts training as a form of bildung (self-formation).

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 throughout his candidature, 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 completed his doctorate in early 2006, under the supervision of Professor Jenny Gore. 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 Ministerial appointment to the Hunter Institute of TAFE Advisory Council, and in 2015 returned to the role of Deputy Head of School, Teaching & Learning. 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.

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, hermeneutics, and history education; historical consciousness, public history, and historical culture; History teacher education; curriculum history, theory and politics; and martial arts training as a form of bildung. 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 convenor of the HERMES History Education Research Network, and is currently supervising research students whose projects are focused at the interface of History education, curriculum history, 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; poststructural curriculum theory; and History education as a form of hermeneutic inquiry. His current scholarly projects focus in various ways on the meta-historical understandings (epistemologies) and historical (self)consciousness required by history educators to navigate rival narratives, fake news, etc. He is also co-editing a collection for Allen & Unwin focusing on beginning History teachers in Australia, with Associate Professor Tim Allender (University of Sydney), and Dr Anna Clark (University of Technology Sydney). He is currently researching: with Professor Christian Mathis (Zurich University of Teacher Education) the History-oriented epistemic cognitions of pre-service teachers; with Dr Debra Donnelly (University of Newcastle) the motivations and historical orientations of people involved in a host of retro-activities, such as historical battle re-enactment, Historical European Martial Arts (HEMA) recreation, and historical fantasy role-play; and with Dr Phoebe Everingham (University of Newcastle) the Afro-Brazilian martial art of Capoeira and its implications as a decolonizing pedagogy as it is translated into a contemporary Australian context.

Collaborations, Research Networks & International Connections

 

The HERMES Historical Cultures & History Education Research Network has attracted and been host to the following visiting international researchers (in temporal order):

  • Assistant Professor Paul Zanazanian | McGill University, Montreal, Canada [2014/15]
  • Professor Jukka Runtala | Helsinki University, Finland [2014]
  • Dr Robert Thorp | Stockholm University, Sweden [2015/16]
  • Professor Daniel Lindmark | Umea University, Sweden [2015/16]
  • Professor Monika Vinterek | Dalarna University, Sweden [2015/16]
  • Associate Professor Claus Haas | Aarhus University, Denmark [2016/17]
  • Professor Yosanne Vella | University of Malta, Malta [2016]
  • Professor Christian Mathis | Zurich University of Teacher Education, Switzerland [2017/18]

Honours and Research Higher Degree Supervision

Robert has significant expertise in poststructural and postcolonial theory; document-based historical, philosophical, and hermeneutic research methodologies; and projects with a "lived experience" phenomenological focus. 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;
  • Historical Consciousness, Historical Cultures, or Public History;
  • Martial Arts Histories, Traditions, and Training and their role in Self-Formation (bildung);
  • Influences of Postmodernism, Poststructuralism, Post-colonialism, or Hermeneutics on the Educational Imagination.

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/Eskrima/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 [having now been responsible for two major revisions of teacher education programs at the University of Newcastle in response to external accreditation policy changes], and teaches courses at both undergraduate and postgraduate levels in the area of curriculum leadership, history and social education, and screen media literacies. He is also Kali instructor at, and Co-Director of, the Novo Flow Academy that specialises in the teaching of musical, movement, and martial arts that have an emphasis on "flow".

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'. Robert approaches education as a hermeneutic activity where the goal is the recognition and/or transformation of our practical capacities and intellectual horizons. He is committed to nested curriculum designs, where the approach that is taught is also what is practiced, interrogated, and assessed. He seeks to develop thoughtful educators with versatile repertoires and meta-theoretical understanding, who can provide defensible and informed justification for their actions, while navigating the complexities of the pedagogical encounter.

Teaching Responsibilities

Robert currently teaches into, designed, and/or coordinates the following courses:

Administrative Expertise

Robert is currently serving a fifth term of appointment to the office of Deputy Head of School, Teaching and Learning. During his first two terms as Deputy Head of School, Teaching and Learning (2008-2009, 2010-2011) he provided academic leadership during a period of significant policy change within the field of teacher education specifically, and the higher education sector more generally, leading the the most wide-ranging and substantial undergraduate and postgraduate curriculum renewal projects within the School of Education for over a decade. In his current terms of office (2015, 2016-2017, 2018-2019) he has again been responsible for stewarding the redesign of every undergraduate and postgraduate program within the School of Education, in response to new national teacher education program standards, a changing market, and the need to offer greater qualification flexibility and authentic learning opportunities to pre-service teachers. In the role of Deputy Head of School, Robert chairs the School of Education Teaching & Learning Committee, and has 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. During his career, 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 (2010), 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. From 2012 he served a Ministerial appointment as the Tertiary Sector representative on the Hunter Institute of TAFE Advisory Council, until it was dissolved in 2016. 


Qualifications

  • PhD, University of Newcastle
  • Bachelor of Education (Honours), University of Sydney
  • Graduate Certificate Practice of Tertiary Teaching, University of Newcastle

Keywords

  • Curriculum Inquiry
  • Hermeneutics
  • Historical Theory
  • History Diidaktiks
  • History Education
  • Martial Arts
  • Media Literacy
  • Postcolonial Theory
  • Poststructuralism
  • Public History
  • Teacher Education

Fields of Research

Code Description Percentage
130202 Curriculum and Pedagogy Theory and Development 30
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) 70

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer

Curriculum Studies | History, Social & Media Education

University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2016 -  Deputy Head of School

Portfolio: Teaching & Learning | Head of School - Professor John Fischetti

University of Newcastle
School of Education
Australia
1/04/2013 - 31/05/2013 Visiting Research Fellow

Educational History & History Didactics Research Group | Department of Historical, Philosophical & Religious Studies

Umea University
Sweden
1/06/2010 - 1/01/2011 Assistant Dean, Teaching & Learning

Acting Role | Pro-Vice Chancellor - Professor Terry Lovat

University of Newcastle
Faculty of Education and Arts
Australia
1/02/2008 - 1/01/2012 Deputy Head of School

Portfolio: Teaching & Learning | Head of School - Professor Jenny Gore

University of Newcastle
School of Education
Australia
1/01/2007 - 1/12/2009 Lecturer

History Education | Teacher Research | Curriculum & Pedagogy

University of Newcastle
School of Education
Australia
1/01/2004 - 1/01/2006 Faculty Online Support Coordinator

Faculty Technology Teaching Support

Charles Sturt University
1/07/2003 - 1/01/2006 Lecturer

Learning Theory | Social Studies Education | Digital Media Literacy

Charles Sturt University
School of Teacher Education
1/01/2003 - 1/06/2003 Associate Lecturer

Learning Theory | Social Studies Education

Charles Sturt University
School of Teacher Education

Membership

Dates Title Organisation / Department
1/12/2014 - 2/12/2015 Past Member Australian & New Zealand History of Education Society [ANZHES] | Australia
Australia
1/01/2013 -  Current Member Philosophy of Education Society of Australasia [PESA]
Australia
1/01/2013 -  Current Member International Society for History Didactics [ISHD]
Germany
1/01/2007 -  Past Member Australian Curriculum Studies Association [ACSA]
Australia
1/01/2007 - 31/12/2011 Past Member Australian Teacher Education Association [ATEA]
Australia
1/01/2000 -  Current Member Australian Association for Research in Education [AARE]
Australia

Professional appointment

Dates Title Organisation / Department
1/08/2017 -  Member | TPA Working Party

University Sector Representative | Teacher Performance Assessment (TPA) State Framework

NSW Education Standards Authority (NESA)
Australia
1/01/2015 - 1/12/2016 Editor-in-Chief

Sungrapho (Agora) | Journal of the History Teachers Association of Victoria

History Teachers Association of Victoria (HTAV)
Australia
1/01/2015 - 31/12/2018 Advisor

Competencies assessment and the development of historical skills in secondary education | Pedro Miralles Martinez (PI) | Funding Agency: Ministry of Economy and Competitiveness of Spain [EDU2015-65621-C3-2-R]

The University of Murcia
Spain
1/06/2014 -  Core Author

Public History Weekly | Multilingual Online Blogjournal

Walter de Gruyter Publishers
Germany
1/01/2014 - 31/12/2014 Board Member

School Board | School of Education (Elected Member)

The University of Newcastle
Australia
1/12/2013 - 1/12/2015 Co-Convenor | Co-Founder

History and Education Special Interest Group (SIG)

Australian Association for Research in Education (AARE)
1/06/2013 -  Board Member

International Academic Advisory Board

International Society for History Didactics [ISHD]
Germany
1/01/2013 -  Editor-in-Chief | Founder

Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education

HERMES Historical Cultures & History Education Research Network
Australia
1/01/2013 -  Editorial Board Member

Agora | Sungrapho (Blind Peer-Reviewed) Journal

History Teachers Association of Victoria (HTAV)
Australia
1/06/2012 - 31/12/2016 Board Member | Ministerial Appointment

Tertiary Education Representative

Hunter Institute of TAFE Advisory Council
Australia
1/03/2012 - 1/03/2013 Guest Editor

Special Issue | With Prof. Monika Vinterek (Sweden) | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation

Education Sciences (Journal)
Switzerland
1/01/2012 -  Director

HERMES Historical Culture & History Education Research Network | Australia

HERMES Historical Culture & History Education Research Network
Australia
1/01/2011 - 1/06/2011 Chair | Acting

Academic Policies Streamling Committee | Nominated by President of Academic Senate

The University of Newcastle
Australia
1/01/2010 - 31/12/2011 Member | Senate Working Party

Course Outline Policy Streamlining Project | Academic Senate Working Party

The University of Newcastle
Australia
1/01/2009 - 31/12/2012 Committee Member

Faculty of Education & Arts A-C Promotion Review Committee

The University of Newcastle
Australia
1/07/2008 - 1/12/2011 Executive Member

Portfolio: Web Manager

Australian Teacher Education Association [ATEA]
Australia
1/01/2008 - 31/12/2011 Member | University Representative

Representing The University of Newcastle, Australia

NSW Teacher Education Council [NSW TEC]
Australia

Teaching appointment

Dates Title Organisation / Department
20/04/2013 - 21/04/2013 Guest Lecturer

Historical Media School | Postmodernism & History Education | Department of Historical, Philosophical & Religious Studies | Linkoping, Sweden

Umea University
Sweden
1/07/2000 - 1/12/2000 Sessional Academic

Teaching English to Speakers of Other Languages (TESOL)

The University of Sydney
Faculty of Education & Social Work
Australia

Awards

Distinction

Year Award
2000 Honours Class I
University of Sydney
2000 University Medal
University of Sydney
1996 Dean's List Scholar
University of Sydney

Professional

Year Award
2017 Faculty of Education & Arts Deans Award for Collaboration Excellence
Faculty of Education and Arts, University of Newcastle

Research Award

Year Award
2005 Doctoral Completion Scholarship
University of Newcastle
2000 Australian Postgraduate Award
University of Newcastle
1997 Newcombe Hodge Essay Prize
University of Sydney

Invitations

Committee Member

Year Title / Rationale
2017 IAACS2018 | 6th World Curriculum Studies Conference
Australian Curriculum Studies Association (ACSA) | International Association for the Advancement of Curriculum Studies (IAACS) | Australian Association for Research in Education (AARE)
2014 International inter-disciplinary Conference | School vs. Memory? Conflict, Identity, Coexistence
Institute for the Study of Totalitarian Regimes, Prague, Czech Republic
2010 Curriculum Committee for Senior History
NSW Board of Studies | Australia
2009 Research Futures Summit
Australian Council of Deans of Education (ACDE) | Australian Association for Research in Education (AARE)
2005 New Psychologies in Education
Charles Sturt University | Australia

External Examiner

Year Title / Rationale
2015 External Doctoral Confirmation Panelist
Deakin University | Asia Literacy Project
2014 External Doctoral Confirmation Panelist
Deakin University | History Education Project
2013 External Mid-Point Doctoral Confirmation Panelist
Umea University | Historical Literacy Project

External Reviewer - Programs

Year Title / Rationale
2018 Professional Experience Review
The University of Sydney | Review of Professional Experience in Teacher Education Programs
2018 Transition to AITSL Program Standards Review
NSW Education Standards Authority (NESA) | Transition Plans Panel Reviewer
2012 External Reviewer (Pre-Submission)
Notre Dame University | Pre-submission review of teacher education programs accreditation documentation

Keynote Speaker

Year Title / Rationale
2017 Expanding Learning Horizons for History Extension
The Association of Independent Schools of New South Wales [AISNSW]
2011 Schooling for Futures: Supporting Schools Conference
Quality Teaching as a Game of CH-E-S-S | Teacher Forum | NSW Department of Education and Training (NSW DET)
2007 Effective Pedagogy in Priority Schools
Not Antartica Again! Quality Teaching in PSP Schools | Priority Schools Project Student Forum | NSW Department of Education and Training (NSW DET)
2004 Annual Western Region District Conference
Quality Teaching as a Curriculum Planning Framework | Annual District Conference | NSW Department of Education and Training (NSW DET)

Organiser

Year Title / Rationale
2015 Theory in History Education Symposium
Matilda Keynes (LaTrobe University), Tyson Retz (The University of Melbourne), Dr Robert Thorp (Umea & Dalarna Universities), and Dr Robert Parkes (University of Newcastle) | HERMES Historical Culture & History Education Research Network

Panel Participant

Year Title / Rationale
2015 International Perspectives on Challenges and Experiences in Teacher Education
Panelists: Alexander Khodnev (Russia), Rob Sieborger (South Africa), Mills Kelly (USA), Daisy Martin (USA), Robert Parkes (Australia), & Bernd-Stefan Grewe (Germany) | FHNW University of Applied Sciences and Arts Northwestern Switzerland | Switzerland
2015 Public History International | Beyond school? Comparative Perspectives
School as an institution of public history | With Mario Carretero (Madrid, Spain), Marco Zerwas (Basel, Switzerland), and Michele Barricelli (Hannover, Germany) | Public History International, Switzerland
2013 The Cultural Politics of Childhood and Nation: Space, Mobility and a Global World Symposium
Invited Discussant | Panelists: Dr Robert Imre (Newcastle), Dr I-Fang Lee (Newcastle), Dr Iveta Silova (USA)
2013 History Education Symposium
Invited Discussant | Australian Association for Research in Education (AARE) Annual Conference 2013 | Panelists: Yeo-Tong Chia, James Goulding, & Anita Rombola

Speaker

Year Title / Rationale
2017 Postcolonial Perspectives and Historical and Civic Learning Lecture Series
FHNW University of Applied Sciences and Arts Northwestern Switzerland | Switzerland
2015 Teacher Education Politics in International Perspectives Public Lecture series
Pre-Service History Teachers and their Narratives of the Australian Nation | FHNW School of Education, Institute for Secondary Education | Switzerland
2015 Pre-Service History Teachers, National Identity, and School History Textbooks
Georg Eckert Institute for International Textbook Research | Germany
2012 AARE Theory Workshops
Workshop: Reconceptualist Curriculum Theory
2006 Foundations of University Learning and Teaching (FULT)
Informing the Design of Learning Materials with Learning Theory | Police Academy | Charles Sturt University
2005 Working Smarter Conference
Webdilemmas | Working Smarter Conference (Western Region) | NSW Department of Education and Training
2005 Charles Sturt University Professors' Forum
Informing the Design of Learning Materials with Learning Theory | Invitation from Chair: Professor Stephen Kemmis

Thesis Examinations

Year Level Discipline Thesis
2018 PHD Education Doctoral Dissertation Examiner (Completed)
James Cook University, Australia | History & Geography Curriculum Reform.
2016 PHD Education Doctoral Dissertation Examiner (Completed)
The University of Adelaide, Australia | Teacher Education Policy Reform.
2014 PHD Education Doctoral Dissertation Adjudicating Examiner (Invitation Only)
University of Western Sydney, Australia | History Education
2014 PHD Education External Doctoral Confirmation Panelist (Completed)
Deakin University, Australia | Asia Literacy & History Education.
2013 PHD Education External Doctoral Confirmation Panelist (Completed)
Umeå University, Sweden | Critical Literacy & Comparative History Education
2013 PHD Education Doctoral Dissertation Examiner (Completed)
The University of Adelaide, Australia | Historical Fiction & History Education.
2012 PHD Education Doctoral Dissertation Examiner (Completed)
The University of Melbourne, Australia | Higher Education Curriculum Redesign.

Grant Reviews

Year Grant Amount
2018 Ku Leuven Research Council Grant
Internal - INTE, Internal - INTE
$350,000
2014 Killam Research Fellowship
International - Competitive - 3IFA, International - Competitive - 3IFA
$70,000

Manuscript Reviews

Year Title Publication Type Publisher Description
2016 Journal of Pedagogy Refereed Article in a Scholarly Journal (HERDC) Degruyter Slovakia
2016 International Journal of Historical Learning, Teaching & Research Refereed Article in a Scholarly Journal (HERDC) Historical Association UK
2015 Revista De Estudios Sociales Refereed Article in a Scholarly Journal (HERDC) Universidad de Los Andes Colombia
2015 Nordidactica: Journal of Humanities and Social Science Education Refereed Article in a Scholarly Journal (HERDC) Karlstad University Sweden
2015 Journal of Education Policy Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis UK
2015 Journal of Educational Media, Memory, and Society Refereed Article in a Scholarly Journal (HERDC) Berghan | Georg Eckert Institute Germany
2014 Nordic Journal of Educational History Refereed Article in a Scholarly Journal (HERDC) Umea University Sweden
2014 Discourse: Studies in the Cultural Politics of Education Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis Australia
2014 Australian Journal of Educational and Developmental Psychology Refereed Article in a Scholarly Journal (HERDC) The University of Newcastle Australia
2014 Yearbook of the International Society for History Didactics (JHEC) Refereed Article in a Scholarly Journal (HERDC) International Society for History Didactics Germany
2013 Curriculum Inquiry Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis Canada
2013 Left History Review Refereed Article in a Scholarly Journal (HERDC) York University Canada
2013 Global Studies of Childhood Refereed Article in a Scholarly Journal (HERDC) SAGE Publications Australia
2013 Journal of Educational Administration and History Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis Australia
2013 Journal of Curriculum Theorizing Refereed Article in a Scholarly Journal (HERDC) Gaddo Gap Press USA
2011 Journal of Curriculum Studies Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis USA
2010 Canadian Journal of Education Refereed Article in a Scholarly Journal (HERDC) Canadian Society for the Study of Education Canada
2010 Alberta Journal of Educational Research Refereed Article in a Scholarly Journal (HERDC) The University of Alberta Canada
2010 Equity & Excellence in Education Refereed Article in a Scholarly Journal (HERDC) Taylor & Francis USA
2006 Australian Journal of Education Refereed Article in a Scholarly Journal (HERDC) Australian Council for Educational Research (ACER) Australia
2006 Teaching and Teacher Education Refereed Article in a Scholarly Journal (HERDC) Elsevier USA
2006 Asia-Pacific Journal of Teacher Education Refereed Article in a Scholarly Journal (HERDC) Taylor and Francis Australia
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Publications

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


Book (3 outputs)

Year Citation Altmetrics Link
2017 Parkes RJ, Foreword (2017)
DOI 10.1057/978-1-137-55432-1
2011 Parkes RJ, Interrupting History: Rethinking Curriculum After 'The End of History', Peter Lang, New York, 153 (2011) [A1]
2010 Millei Z, Griffiths TG, Parkes RJ, Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, Peter Lang Publishing, New York, NY, 192 (2010) [A3]

Co-authors Tom Griffiths

Chapter (8 outputs)

Year Citation Altmetrics Link
2010 Gulson 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]
2010 Parkes 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]
DOI 10.4324/9780203854488
Citations Scopus - 2
Co-authors Jenny Gore
2010 Cantwell 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
2010 Parkes 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]
2010 Parkes RJ, 'Discipline and the dojo', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 76-90 (2010) [B1]
2010 Millei 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]
Co-authors Tom Griffiths
2010 Millei 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]
Co-authors Tom Griffiths
2008 Gore 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 chapters

Journal article (24 outputs)

Year Citation Altmetrics Link
2018 Parkes RJ, 'The ambivalence of subject-focused curriculum inquiry: the case of history education research in Australia', Curriculum Perspectives, 38 77-80 (2018) [C1]
DOI 10.1007/s41297-017-0037-3
Citations Scopus - 1
2017 Sharp HL, Donnelly D, Parkes R, 'Competing discourses of national identity: History teacher education students' perspectives of the Kokoda and Gallipoli campaigns', International Journal of Research on History Didactics, History Education and History Culture, 38 73-94 (2017) [C1]
Co-authors Debra Donnelly, Heather Sharp
2015 Parkes RJ, 'What paradigms inform the Review of the Australian Curriculum: History? What does this mean for the possibilities of critical and effective histories in Australian education?', Curriculum Perspectives, 35 52-54 (2015) [C1]
Citations Scopus - 1
2014 Parkes RJ, Donnelly D, 'Changing conceptions of historical thinking in History education: an Australian case study', Tempo e Argumento, 6 113-136 (2014) [C1]
DOI 10.5965/2175180306112014113
Citations Scopus - 7Web of Science - 1
Co-authors Debra Donnelly
2014 Parkes RJ, 'No outside history: Reconsidering postmodernism', Agora [Sungraphô], 49 4-10 (2014) [C1]
2014 Parkes 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]
Citations Web of Science - 2
Co-authors Heather Sharp
2014 Parkes 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) [C1]
DOI 10.5965/2175180306112014137
Citations Scopus - 2
Co-authors Debra Donnelly
2014 Parkes 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]
2014 Parkes 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]
2013 Parkes RJ, 'Challenges for Curriculum Leadership in Contemporary Teacher Education', Australian Journal of Teacher Education, 38 112-128 (2013) [C1]
DOI 10.14221/ajte.2013v38n7.8
Citations Scopus - 6Web of Science - 1
2013 Parkes 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]
2012 Parkes RJ, Vinterek M, 'History Curriculum, Geschichtsdidaktik, and the Problem of the Nation', Education Sciences, . (2012) [C6]
2012 Parkes RJ, Vinterek M, 'History Curriculum, Geschichtsdidaktik, and the Problem of the Nation [Editorial]', Education Sciences, 2 54-55 (2012) [C3]
2012 Parkes RJ, Vinterek M, 'History Curriculum, Geschichtsdidaktik, and the Problem of the Nation', Education Sciences, . (2012) [C6]
2010 Gulson 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]
DOI 10.1068/a41266
Citations Scopus - 7Web of Science - 7
2009 Parkes 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]
2009 Bain 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]
DOI 10.1177/0888406409339999
2009 Gulson 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]
DOI 10.1080/13613320903178246
Citations Scopus - 4Web of Science - 4
2008 Gillian 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]
2007 Parkes 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]
DOI 10.1111/j.1467-873X.2007.00392.x
Citations Scopus - 18Web of Science - 16
2007 Parkes RJ, 'A webdilemma in social education: Using the internet to build intellectual quality', The Social Educator, 25 7-11 (2007) [C1]
2006 Bain A, Parkes RJ, 'Can schools realise the learning potential of knowledge management?', Canadian Journal of Learning and Technology, 32 (2006) [C1]
2006 Bain A, Parkes RJ, 'Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study', BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 37 177-189 (2006) [C1]
DOI 10.1111/j.1467-8535.2005.00527.x
Citations Scopus - 11Web of Science - 7
2005 Parkes R, 'A WebDilemma: Intellectual engagement on the Internet', Independent Education, (2005) [C3]
Show 21 more journal articles

Review (1 outputs)

Year Citation Altmetrics Link
2012 Parkes RJ, 'What is poststructuralism?', Making Theory Make Sense (2012) [D1]

Conference (21 outputs)

Year Citation Altmetrics Link
2013 Sharp 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
2013 Parkes 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]
2013 Parkes 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]
2012 Parkes RJ, 'Post-colonial perspectives on the historical narrative: Towards a pedagogic theory of historical representation', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
2011 Parkes RJ, 'Genealogy as pedagogy: Rethinking the history curriculum', 3rd Paris International Conference on Education, Economy and Society, Paris (2011) [E3]
2010 Parkes 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]
2010 Petersen 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]
2010 Parkes RJ, Petersen EB, 'The collision of vertical and horizontal curriculum discourses in contemporary higher education', AARE 2010 Conference Proceedings, Melbourne, Vic (2010) [E3]
2009 Parkes 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
2009 Parkes 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
2009 Gore JM, Miller WA, Griffiths TG, Parkes RJ, Ellis H, 'Refining assessment practice in the social sciences', ATN Assessment Conference 2009, Melbourne, Vic (2009) [E1]
Co-authors Tom Griffiths, Jenny Gore
2009 Gore 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]
Co-authors Tom Griffiths, James Ladwig, Jenny Gore
2009 Griffiths 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]
Co-authors Tom Griffiths, Jenny Gore, James Ladwig
2008 Griffiths 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]
Co-authors Jenny Gore, Tom Griffiths, James Ladwig
2008 Parkes 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]
2007 Parkes 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]
2006 Parkes 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]
2004 Loughland 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]
2001 Parkes RJ, 'On the subject of pedagogies: Vygotskian contributions to a postmodern approach to critical pedagogy', AARE 2000 - Conference papers, Sydney (2001) [E1]
2000 Parkes 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]
2000 Parkes RJ, 'The crisis in pedagogy', Conference Proceedings - International Network of Philosophers of Education Vol 2, Sydney (2000) [E1]
Show 18 more conferences

Other (7 outputs)

Year Citation Altmetrics Link
2017 Parkes RJ, 'Are Monuments History?', Are Monuments History? ( issue.34). Basel, Switzerland: De Gruyter Oldenbourg (2017)
DOI 10.1515/phw-2017-10215
2017 Parkes RJ, 'Historical Consciousness, Fake News, and the Other', Historical Consciousness, Fake News, and the Other ( issue.19). Basel, Switzerland: De Gruyter Oldenbourg (2017)
DOI 10.1515/phw-2017-9261
2016 Parkes RJ, 'Black or White? Reconciliation on Australia¿s Colonial Past', Black or White? Reconciliation on Australia¿s Colonial Past ( issue.16). Basel, Switzerland: De Gruyter Oldenbourg (2016)
DOI 10.1515/phw-2016-6055
2016 Parkes RJ, 'The Kali Controversy: Public History in Unusual Places', The Kali Controversy: Public History in Unusual Places ( issue.34). Basel, Switzerland: De Gruyter Oldenbourg (2016)
DOI 10.1515/phw-2016-7508
2015 Parkes RJ, 'Decoding Da Vinci? A Public History Affair', ( issue.14) (2015)
DOI 10.1515/phw-2015-3979
2015 Parkes RJ, Shaw E, 'The Irony of Family History as a Source of Identity', ( issue.32) (2015)
DOI 10.1515/phw-2015-4733
2014 Parkes RJ, 'Big History: Can life go on without a meta-narrative?', ( issue.35) (2014)
DOI 10.1515/phw-2014-2727
Show 4 more others

Report (3 outputs)

Year Citation Altmetrics Link
2013 Grushka 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]
Co-authors Robert Imre, Rebecca Beirne, Chris Falzon, Kath Grushka, Josephine May, Debra Donnelly, Heather Sharp
2013 Grushka KM, Bennett J, Parkes R, Beirne R, Donnelly D, Falzon C, et al., 'Visual Media Texts: Teaching and Assessing the Humanities and Social Sciences in a Post-literate Age', Faculty of Education and Arts, 17 (2013)
Co-authors Robert Imre, Chris Falzon, J Bennett, Rebecca Beirne, Heather Sharp, Debra Donnelly, Josephine May, Kath Grushka
2009 Gore 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]
Co-authors Tom Griffiths, Jenny Gore, James Ladwig
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Grants and Funding

Summary

Number of grants 17
Total funding $349,514

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


20171 grants / $27,660

Assessment for Graduate Teaching (AfGT)$27,660

Funding body: Australian Institute for Teaching and School Leadership (AITSL)

Funding body Australian Institute for Teaching and School Leadership (AITSL)
Project Team Laureate Professor Jennifer Gore, Professor John Fischetti, Doctor Jess Harris, Doctor Drew Miller, Doctor Robert Parkes, Mr Rob Metcalfe, Associate Professor Larissa Mclean Davies
Scheme Research Grant
Role Investigator
Funding Start 2017
Funding Finish 2017
GNo G1701198
Type Of Funding C3111 - Aust For profit
Category 3111
UON Y

20152 grants / $17,000

Comparing Our Pasts (COP) International Pilot Study$15,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Robert Parkes, Doctor Debra Donnelly, Doctor Heather Sharp, Associate Professor Josephine May, Doctor Jill Barnes, Ms Vicki Parkes
Scheme Strategic Networks Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500901
Type Of Funding Internal
Category INTE
UON Y

History Education in the Modern World: 12th HEIRNET Conference, London United Kingdom, 7-9 September 2015$2,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Robert Parkes
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1501038
Type Of Funding Internal
Category INTE
UON Y

20141 grants / $15,000

Historical Experience, Representation, Media, Education, Society$15,000

Funding body: University of Newcastle - Faculty of Education and Arts

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
Scheme Strategic Networks Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400959
Type Of Funding Internal
Category INTE
UON Y

20112 grants / $11,500

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

Funding body Centre for Teaching and Learning, University of Newcastle
Project Team

Dr James Bennett, Dr Kath Grushka, & Dr Robert Parkes

Scheme Teaching and Learning Project Grants
Role Lead
Funding Start 2011
Funding Finish 2011
GNo
Type Of Funding Internal
Category INTE
UON N

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

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Doctor Robert Parkes
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2012
GNo G1100414
Type Of Funding Internal
Category INTE
UON Y

20101 grants / $9,174

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

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Robert Parkes
Scheme Early Career Researcher Grant
Role Lead
Funding Start 2010
Funding Finish 2011
GNo G1000467
Type Of Funding Internal
Category INTE
UON Y

20073 grants / $222,480

Quality Assessment: Linking assessment tasks and teaching outcomes in the social sciences$219,939

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Laureate Professor Jennifer Gore, Associate Professor James Ladwig, Doctor Wendy Miller, Associate Professor Tom Griffiths, Doctor Robert Parkes
Scheme Research Grant
Role Investigator
Funding Start 2007
Funding Finish 2008
GNo G0188132
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

Reconceptualising History Curriculum$1,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Robert Parkes
Scheme New Staff Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187788
Type Of Funding Internal
Category INTE
UON Y

Curriculum Centre Stage - ACSA Biennial Conference. Melbourne, Victoria, 8/7/2007 - 10/7/2007$1,041

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Robert Parkes
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0188027
Type Of Funding Internal
Category INTE
UON Y

20062 grants / $15,700

Subjectivities in Teacher Education (SITE)$14,700

Funding body: Charles Sturt University

Funding body Charles Sturt University
Project Team

Professor Bill Green

Scheme Community of Scholars Grant
Role Investigator
Funding Start 2006
Funding Finish 2007
GNo
Type Of Funding Internal
Category INTE
UON N

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

Funding body Charles Sturt University
Project Team

Robert Parkes

Scheme Travel Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo
Type Of Funding Internal
Category INTE
UON N

20051 grants / $2,000

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

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Robert Parkes

Scheme Doctoral Research Scholarship
Role Lead
Funding Start 2005
Funding Finish 2006
GNo
Type Of Funding Internal
Category INTE
UON N

20041 grants / $10,000

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

Funding body: Charles Sturt University

Funding body Charles Sturt University
Project Team

Associate Professor Alan Bain

Scheme Research Grant
Role Investigator
Funding Start 2004
Funding Finish 2006
GNo
Type Of Funding Internal
Category INTE
UON N

20032 grants / $3,000

Reconceptualising Web Pedagogies$2,000

Funding body: Charles Sturt University

Funding body Charles Sturt University
Project Team

Robert Parkes

Scheme Seed Funding
Role Lead
Funding Start 2003
Funding Finish 2004
GNo
Type Of Funding Internal
Category INTE
UON N

Has Vygotsky lost his mind? Interpreting (in) the zone of proximal development$1,000

Funding body: Charles Sturt University

Funding body Charles Sturt University
Project Team

Robert Parkes

Scheme Travel Grant
Role Lead
Funding Start 2003
Funding Finish 2003
GNo
Type Of Funding Internal
Category INTE
UON N

20001 grants / $16,000

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

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Robert Parkes

Scheme Postgraduate Research Scholarship
Role Lead
Funding Start 2000
Funding Finish 2001
GNo
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON N
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Research Supervision

Number of supervisions

Completed8
Current11

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2018 Masters Digging Deeper: An Archaeological Education for Secondary Students in NSW. Investigating Real Archaeology in Ancient History Education; Its Function, History, Integration and Use in Secondary Schools M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2018 PhD An Investigation into the Teaching & Learning of Martial Arts PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2018 PhD Emancipating English: Re-imagining and Democratising the 21st Century English Classroom PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Archaeological Sights: An Investigation into the Value , Place and Representation of Archaeology in the Teaching of Ancient History in NSW Schools PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD The Impact of Historical Consciousness On the Teaching of the History Extension In New South Wales PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 PhD Exploring the Socio-Political Issues in the Middle-Ground of Curriculum in History Education in Ghana PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Transforming Pedagogical Practices in the Teaching and Learning of History Through the use of Digital Technology in Regional Queensland PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD New Media Histories: Evaluating Historical Representation in the Digital Age - Implications for the History Classroom PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD Emergence, representation and reception of education policy in Nepal PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD Identifying the Common Basis of Manual Therapy for the Physiotherapy, Chiropractic, Medical and Osteopathic Professions PhD (Physiotherapy), Faculty of Health and Medicine, The University of Newcastle Co-Supervisor
2014 PhD Factors Affecting Early Career Teachers' Formation of E-Learning Pedagogy in the History Classroom PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2018 PhD Thinking Outside Borders: Exploring how the History Classroom can be a Space to Foster Ideas of Critical, Post-National Citizenship PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2018 PhD Life in the `Past Lane': An Exploration of the Motives and Metahistorical Understanding of Family History Researchers PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2012 Honours The representation and reception of critical pedagogy ideology in pre-service teacher education Education, University of Newcastle - Faculty of Education and Arts Sole Supervisor
2010 Masters Critical theory and the international Baccalaureate diploma. Minor Thesis completed for the award of Master of Leadership and Management in Education (Hons). Education Studies, University of Newcastle Sole Supervisor
2008 Masters EFL Teachers from Indonesia: Perception of the role of computers in the classroom. Minor Thesis completed for the award of Master of Educational Studies. Education Studies, University of Newcastle Sole Supervisor
2007 Masters Sentence Agent: Software to help students write sentences: A report of group intervention. Minor Thesis completed for the award of Masters in Speech Pathology. Speech Pathology, Charles Sturt University Co-Supervisor
2006 Honours Transcending 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. Education Studies, Charles Sturt University Sole Supervisor
2004 Honours A critique of the food pyramid as pedagogic device. Hons Thesis completed for the award of Bachelor of Education (Hons). Education Studies, Charles Sturt University Sole Supervisor
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News

Capturing young people’s visions of ANZAC

November 6, 2014

HERMES awarded ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.

UON Research Group Launches World-class Journal

July 1, 2014

The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched Historical Encounters

Dr Robert Parkes

Position

Head of School
School of Education
Faculty of Education and Arts

Contact Details

Email robert.parkes@newcastle.edu.au
Phone (02) 498-54080
Fax (02) 492-17887
Links Personal webpage
Facebook
Twitter

Office

Room HA74a
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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