Associate Professor Robert Parkes
Associate Professor
School of Education
- Email:robert.parkes@newcastle.edu.au
- Phone:(02) 498-54080
A conscious view of history
Associate Professor Robert Parkes is an internationally recognised education researcher who examines how history teachers own thinking shapes their way of teaching history. He also is an expert in the history of martial arts.
Robert Parkes is a thought leader in the field of history education and his contributions to field of curriculum and pedagogy studies (with a particular focus on History, Humanities, and Social Science Education) have been internationally heralded.
Robert is the founder and Editor-in-Chief of the independent journal Historical Encounters, a double-blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education. Published by the University of Newcastle’s History Education Research Network (HERMES) the journal has achieved an outstanding milestone in 2020 with a Q1 ranking in the Scimago Journal Rankings.
Historical consciousness and the translation of history
Robert is convenor of the internationally respected History Education Research Network (HERMES) which focuses on historical media and representation; historical consciousness, public history; curriculum history and the history of education.
Robert says the concept of hermeneutics is central to the HERMES group.
“Hermeneutics is about translation and that is vital to the enterprise of history education,” he said. “It’s about recognising the interpreter’s perspective and how it shapes the interpretation as much as the object they are interpreting.”
“I’m interested in the way pre-service history teachers think about the nature of history and how that influences their teaching.”
“Take mathematics for example, there is a finite number of formulas you can use to solve a problem. But in history there could be many narratives that are seen as legitimate by those people that hold the narrative, which makes for many stories of the past. This is a problem that confronts history teachers in terms of how they should navigate rival histories of the same past.”
“A key part of my work is to help pre-service teachers understand how the narrative being presented has arisen. For example, why do we have a peaceful settlement narrative of Australia but also have an invasion narrative of Australia? How have those narratives arisen and what methodologies have been used to produce those narratives?”
“It’s also about interrogating one’s own perspective or historical consciousness.”
Robert co-edited a book on this topic in 2019, titled Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness.
The book is about the state of historical thinking in Australia and demonstrates the vibrancy of the current history education research field in Australia.
“My personal contribution to the book deals with the big debates that history teachers have to come to terms with. Where do they stand on single versus multiple narrative questions, where do they stand on the idea of history being its own subject or part of a broader social studies curriculum.”
Engaging with Traumatic Pasts
Robert is leading a new research program that aims to address the significant challenges that engaging with traumatic pasts poses for educators.
He and his HERMES colleagues plan to conduct research which identifies the most effective pedagogies for engaging with national histories of trauma, and best prepares pre-service and in-service teachers to provide inclusive education about traumatic pasts and for students with histories of trauma.
“We’ll also be examining how children’s literature, film and new technologies such as virtual reality can be used to effectively engage with traumatic pasts and what effects they have on the students.”
Robert and his team have previously done research which highlighted concerning trends in how pre-service teachers engage with Australia’s history; trends which have the potential to strip away a sense of agency from Indigenous people.
“We found that pre-service teachers often uncritically mobilise narratives from both sides of the political divide, frequently rehearsing dominant media discourses that result in depictions of Australia’s colonial past without reference to Aboriginal resistance, representing our first nation peoples exclusively as victims of White oppression and thus complicit in constructing a form of historical consciousness that has the potential to re-traumatise through a kind of ‘epistemic violence’,” Robert said.
“This new project aims to find ways of engaging with traumatic pasts that support and assist our teachers in their engagement with traumatic histories.”
Robert will be leading a strand of research within the project that empirically tests a theoretical model of epistemic cognition of history teachers.
“Epistemic cognition refers to the process of thinking about one's forms of knowledge and ways of knowing,” Robert said. “How pre-service teachers understand history themselves shapes how they teach history. If they see it as a bundle of facts, they teach it very differently than if they see it as a discipline to interrogate narratives.”
“My research interest and teaching interests overlap in that I’m keen to help teachers develop an awareness of their own historical consciousness and know what is shaping the way they think and how that influences the way they read the narratives they encounter.”
Historical empathy
One of the concepts that Robert’s teaching and research focuses on is historical empathy. He explains it as being “the ability of the historian to step into the shoes of someone in the past and understand their decision-making process.”
“For example, it could be about stepping into the shoes of our ancestors and asking why they came to Australia?” he said.
Having grown up without connection to his father, Robert Parkes was drawn to learn about his own family history to fill that gap in his knowledge. He discovered many of his ancestors came to Australia in the 1840s which led him to question why so many came at that time?
“I looked into the big historical trends of that time. My ancestors were making decisions which for them were individual decisions but were part of a grand current. My dad was 10-pound pom, along with my paternal grandparents, and part of a big movement of English people to Australia after World War Two. Theirs was a personal decision that was facilitated by the historical context, in which England was still recovering from WWII, and Australia was pitched as a brighter prospect. History is a really powerful tool to help us understand how people think and make decisions the way they do,” Robert said.
“Even in the 1840s and 1850s, there was a lot of poverty in England and the new world in Australia offered opportunities. Gold had been discovered and it was the beginning of free settlement rather than convict transportation. When you use historical empathy, it becomes easier to understand historical decisions.” Robert is currently engaged in a project with his colleague Associate Professor Heather Sharp, examining historical empathy exercises in school history textbooks.
Martial arts history
Robert is a martial arts teacher and has black belts in Chinese, Japanese and Filipino martial arts. He is also studying capoeira, the Brazilian martial art that combines dance, acrobatics and music.
“I’m researching the pedagogy of capoeira. It has some very interesting logic behind it. It’s a game based martial art that influences the way the artist sees the world. That game philosophy translates into how the artist interacts with other people.”
“I’m interested in martial arts in terms of self-transformation and tactical thinking. I’ve been exploring the best way to teach that.”
“I’m also looking at how the many different martial arts that exist have come about as an answer to a perceived problem of their time.”
“For example, Southern Chinese martial arts were often an answer to invading Northern forces. In Japan the margin when you are evading a sword is very close because they used to wear amour. In comparison in the Philippines evasion is more important because they weren’t wearing amour and if you got nicked by a sword you could get infected in the tropical climate.”
Retroactivity
Robert is also part of a team with UON colleagues Emma Shaw and Debra Donnelly working on a project to examine different groups involved in historical re-enactment and their relationship to history.
“We are delving into Historical European Martial Arts (HEMA) groups which are thoroughly serious about recreating with historical accuracy the boxing and fencing systems taught in the Renaissance. We’re also looking at Light Action Role Play (LARP) groups who dress up as medieval characters and use history to engage in fantasy.”
Robert and the team are in the process of surveying people from those backgrounds with the aim of finding out how they engage with history and fantasy.
“I’m interested in how these different groups play with history in the present and what that does to their understanding of history. We are asking how they think about history as a result of the activities they are participating in.”
Related links
A conscious view of history
The work of Dr Robert Parkes sits at the intersection of history education and public history, underpinned by curriculum theory.
Career Summary
Biography
Associate Professor Robert Parkes is a founding Co-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 intellectual contributions to the field of History Education have focused on exploring the importance of epistemic reflexivity (particularly in the form of 'historical self-consciousness' or what he has referred to as the 'historiographic gaze') for history educators as public historians, drawing on a deep engagement with historical theory and the philosophy of history. In the field of Curriculum Studies more broadly, he has explored the curricular and pedagogical implications of taking poststructural and postcolonial theory seriously. More recently, in the emerging field of Martial Arts Studies, he is exploring historical culture in the form of technique, through an 'archaeology of practice' (which he has also described as 'kinesthetic anthropology') that also recognises martial arts as 'technologies of the self' or forms of self-cultivation.
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. From 2012 until the dissolution of the council in 2016, he was a Ministerial appointment to the Hunter Institute of TAFE Advisory Council. In 2015-2018 he returned to the role of Deputy Head of School, Teaching & Learning; and from 2018-2020 he was Acting Head of the School of Education, during a time of dramatic change for society (with the COVID pandemic) and the sector (facing the impact of associated funding issues). He 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; and more recently, the anthropology of the martial arts). His research interests include: epistemic cognition, historical theory, and history teacher education; historical consciousness, public history, and historical culture; curriculum history, theory and politics; and martial arts history culture, pedagogy, and anthropology (including an archaeology of practice). 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 a founding co-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; History education as a form of hermeneutic inquiry; martial arts training as bildung (or self-formation); and technique as an aspect of history culture in the martial arts. His current scholarly projects focus in various ways on the meta-historical understandings (epistemic reflexivity) and historical (self)consciousness required by history educators to navigate rival narratives, fake news, etc; and martial arts technique as a form of embodied knowledge that has epistemic consequences for practitioners. Relatively recently, he co-edited 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; and is engaged in a range of individual and collaborative projects focused upon the post-colonial martial arts of Capoeira and Eskrima (also known as Arnis or Kali).
Collaborations, Research Networks & International Connections
The HERMES 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;
- History Teaching and Historical Epistemologies
- Historical Consciousness, Historical Cultures, Historical Empathy, and Public History;
- Martial Arts Histories, Traditions, Anthropology, 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 (with licenses in Chinese, Japanese, and Filipino Martial Arts); 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 Director of the Kali Newcastle Filipino Martial Arts Academy, holding an Instructor license in De Campo 123 Original (a famous, but not widely practiced system of Eskrima, established in 1925, that survived the Juego Todo era of no-holds barred stick-fighting in the Philippines), and has the honour of being the first non-Filipino Instructor of Bernas Estocadas (a traditional and comprehensive system of Filipino Martial Arts from the island of Negros). He is currently working with Maestro Paolo Pagaling to ensure the preservation of these systems which represent an intangible Filipino cultural heritage.
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:
- EDUC1751 - Knowledge and Communication Technologies
- EDUC1101 - Curriculum, Assessment and Pedagogy
- EDUC2036 - Specialist Studies in History 1
- EDUC2900 - Embodiment and Education
Administrative Expertise
During the COVID pandemic and its significant disruption to the higher education sector and society more broadly (October 2018 to December 2020), Robert was Acting Head of the School of Education, one of the largest providers of initial teacher education in Australia, with 56 full-time on-going and fixed term staff, and over 120 sessional staff directly reporting to him. As Acting Head of School, Robert stewarded his department through the sudden shift to online learning required during the COVID lockdown, course optimisation, and relocation out of the Hunter Building. Prior to his appointment as Acting Head of School, Robert served five terms of appointment as 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 most recent terms of office (2015, 2016-2017, 2018) he was again 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 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. 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. As an elected member of the Executive Committee, he is currently the Communications Coordinator for the Australian Association for Research in Education.
Qualifications
- PhD, University of Newcastle
- Bachelor of Education (Honours), University of Sydney
- Graduate Certificate Practice of Tertiary Teaching, University of Newcastle
Keywords
- Curriculum Inquiry
- Epistemic Cognition
- Filipino Martial Arts
- Geschichtskultur
- Hermeneutics
- Historical Consciousness
- Historical Culture
- Historical Theory
- History Diidaktiks
- History Education
- Kinaesthetic Anthropology
- Martial Arts
- Media Literacy
- Postcolonial Theory
- Poststructuralism
- Public History
- Teacher Education
- Zeitschichten
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390107 | Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) | 80 |
| 439999 | Other history, heritage and archaeology not elsewhere classified | 20 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
|
Associate Professor Curriculum Studies | History, Social & Media Education |
University of Newcastle School of Education Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 16/10/2018 - 31/12/2020 |
Acting Head of School Secondment | School of Education |
School of Education, The University of Newcastle Australia |
| 1/4/2013 - 31/5/2013 |
Visiting Research Fellow Educational History & History Didactics Research Group | Department of Historical, Philosophical & Religious Studies |
Umea University Sweden |
| 1/6/2010 - 1/1/2011 |
Assistant Dean, Teaching & Learning Acting Role | Pro-Vice Chancellor - Professor Terry Lovat |
University of Newcastle Faculty of Education and Arts Australia |
| 1/2/2008 - 1/1/2012 |
Deputy Head of School Portfolio: Teaching & Learning | Head of School - Professor Jenny Gore |
University of Newcastle School of Education Australia |
| 1/1/2007 - 1/12/2009 |
Lecturer History Education | Teacher Research | Curriculum & Pedagogy |
University of Newcastle School of Education Australia |
| 1/1/2004 - 1/1/2006 |
Faculty Online Support Coordinator Faculty Technology Teaching Support |
Charles Sturt University |
| 1/7/2003 - 1/1/2006 |
Lecturer Learning Theory | Social Studies Education | Digital Media Literacy |
Charles Sturt University School of Teacher Education |
| 1/1/2003 - 1/6/2003 |
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 |
| 1/1/2013 - | Current Member | Philosophy of Education Society of Australasia [PESA] Australia |
| 1/1/2013 - | Current Member | International Society for History Didactics [ISHD] Germany |
| 1/1/2007 - | Past Member | Australian Curriculum Studies Association [ACSA] Australia |
| 1/1/2007 - 31/12/2011 | Past Member | Australian Teacher Education Association [ATEA] Australia |
| 1/1/2000 - | Current Member | Australian Association for Research in Education [AARE] Australia |
Professional appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/8/2017 - |
Member | TPA Working Party University Sector Representative | Teacher Performance Assessment (TPA) State Framework |
NSW Education Standards Authority (NESA) Australia |
| 1/1/2015 - 1/12/2016 |
Editor-in-Chief Sungrapho (Agora) | Journal of the History Teachers Association of Victoria |
History Teachers Association of Victoria (HTAV) Australia |
| 1/1/2015 - 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 |
| 1/6/2014 - |
Core Author Public History Weekly | Multilingual Online Blogjournal |
Walter de Gruyter Publishers Germany |
| 1/1/2014 - 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) |
| 1/6/2013 - |
Board Member International Academic Advisory Board |
International Society for History Didactics [ISHD] Germany |
| 1/1/2013 - |
Editorial Board Member Agora | Sungrapho (Blind Peer-Reviewed) Journal |
History Teachers Association of Victoria (HTAV) Australia |
| 1/1/2013 - |
Editor | Founding Editor Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education |
HERMES Historical Cultures & History Education Research Network Australia |
| 1/6/2012 - 31/12/2016 |
Board Member | Ministerial Appointment Tertiary Education Representative |
Hunter Institute of TAFE Advisory Council Australia |
| 1/3/2012 - 1/3/2013 |
Guest Editor Special Issue | With Prof. Monika Vinterek (Sweden) | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
Education Sciences (Journal) Switzerland |
| 1/1/2012 - |
Director HERMES Historical Culture & History Education Research Network | Australia |
HERMES Historical Culture & History Education Research Network Australia |
| 1/1/2011 - 1/6/2011 |
Chair | Acting Academic Policies Streamling Committee | Nominated by President of Academic Senate |
The University of Newcastle Australia |
| 1/1/2010 - 31/12/2011 |
Member | Senate Working Party Course Outline Policy Streamlining Project | Academic Senate Working Party |
The University of Newcastle Australia |
| 1/1/2009 - 31/12/2012 |
Committee Member Faculty of Education & Arts A-C Promotion Review Committee |
The University of Newcastle Australia |
| 1/7/2008 - 1/12/2011 |
Executive Member Portfolio: Web Manager |
Australian Teacher Education Association [ATEA] Australia |
| 1/1/2008 - 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 |
|---|---|---|
| 20/4/2013 - 21/4/2013 |
Guest Lecturer Historical Media School | Postmodernism & History Education | Department of Historical, Philosophical & Religious Studies | Linkoping, Sweden |
Umea University Sweden |
| 1/7/2000 - 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 |
|---|---|
| 2019 |
Chair of Review Panel The University of Newcastle, Australia | Postgraduate Business Programs |
| 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 |
|---|---|
| 2022 |
History Teachers as Curriculum Curators: Tensions and Possibilities Contested Histories: Reframing the Discipline of History Conference |
| 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 |
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 |
| 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 |
| 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 |
Pre-Service History Teachers, National Identity, and School History Textbooks Georg Eckert Institute for International Textbook Research | Germany |
| 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 |
| 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 |
Charles Sturt University Professors' Forum Informing the Design of Learning Materials with Learning Theory | Invitation from Chair: Professor Stephen Kemmis |
| 2005 |
Working Smarter Conference Webdilemmas | Working Smarter Conference (Western Region) | NSW Department of Education and Training |
Thesis Examinations
| Year | Level | Discipline | Thesis |
|---|---|---|---|
| 2022 | PHD | Education |
Doctoral Dissertation Examiner (Completed) History Education and Transitional Justice |
| 2021 | PHD | Education |
Doctoral Dissertation Examiner (Completed) Governance of Initial Teacher Education |
| 2019 | PHD | Education |
Doctoral Dissertation Examiner (Completed) The University of Sydney, Australia | History Teaching as a Social Practice |
| 2018 | PHD | Education |
Doctoral Dissertation Examiner (Completed) James Cook University, Australia | History & Geography Curriculum Reform. |
| 2018 | PHD | Education |
Doctoral Dissertation Examiner (Completed) The University of Sydney, Australia | Online Media, Critical Thinking & History Education |
| 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 |
Doctoral Dissertation Examiner (Completed) The University of Adelaide, Australia | Historical Fiction & History Education. |
| 2013 | PHD | Education |
External Doctoral Confirmation Panelist (Completed) Umeå University, Sweden | Critical Literacy & Comparative 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 |
|---|---|---|---|---|
| 2019 | University of Hawaii Press | Authored Book - Research (HERDC) | University of Hawaii Press | USA |
| 2019 | History Education Research Journal | Refereed Article in a Scholarly Journal (HERDC) | University College London | UK |
| 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 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (4 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2022 | Bernas W, Pagaling P, Parkes R, Bernas Estocadas Volume 1: Abesedario, Eskrima Media, Newcastle, 274 (2022) | ||||
| 2019 |
Allender T, Clark A, Parkes R, Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Sydney, 320 (2019)
|
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| 2011 | Parkes RJ, Interrupting History: Rethinking Curriculum After 'The End of History', Peter Lang, New York, 153 (2011) [A1] | Nova | |||
| 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]
|
Nova | |||
| Show 1 more book | |||||
Chapter (20 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2023 |
Sharp H, Parkes R, 'National Identity in the History Curriculum in Australia: Educating for Citizenship', Negotiating Ethnic Diversity and National Identity in History Education International and Comparative Perspectives, Palgrave Macmillan, Switzerland 173-196 (2023) [B1]
|
Nova | |||||||||
| 2022 |
Parkes RJ, Gore JM, 'After poststructuralism: Rethinking the discourse of social justice pedagogy', Social Justice Pedagogy Across the Curriculum: The Practice of Freedom 146-166 (2022)
|
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| 2022 |
Parkes R, Donnelly D, Sharp H, 'O professor de História como historiador público', Ensino de História e História Pública: Diálogos Nacionais e Internacionais, Universidade Estadual do Paraná Campus Campo Mourão, PR. IV. UNESPAR, Brazil 180-194 (2022) [B1]
|
Nova | |||||||||
| 2020 |
Mathis C, Parkes R, 'Historical thinking, epistemic cognition, and history teacher education', The Palgrave Handbook of History and Social Science Education, Springer Nature, Cham, Switzerland 189-212 (2020) [B1]
|
Nova | |||||||||
| 2019 |
Parkes R, 'Developing your approach to teaching history', Historical Thinking for Hist0ry Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Sydney, Australia 72-88 (2019) [B1]
|
Nova | |||||||||
| 2019 | Parkes R, 'Introduction', Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Crows Nest, N.S.W. xx-xxxII (2019) [B1] | Nova | |||||||||
| 2019 |
Parkes R, 'Developing your approach to teaching history', Historical Thinking for Hist0ry Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Sydney, Australia 72-88 (2019) [B1]
|
Nova | |||||||||
| 2018 |
Parkes R, 'Public Historians in the Classroom', Public History and School: International Perspectives, De Gruyter Oldenbourg, Berlin, Germany 121-133 (2018) [B1]
|
Nova | |||||||||
| 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] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] | Nova | |||||||||
| 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] | Nova | |||||||||
| 2010 | Parkes RJ, 'Discipline and the dojo', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 76-90 (2010) [B1] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 2008 |
Gore JM, Parkes RJ, 'On the mistreatment of management', Critical Readings in Teacher Education: Provoking Absences, Sense Publishers, Rotterdam 45-60 (2008) [B1]
|
Nova | |||||||||
| Show 17 more chapters | |||||||||||
Journal article (33 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2023 |
Parkes R, Pagaling P, Parkes RJ, 'Kinaesthetic anthropology, kinetic-aesthetic embodiment,and the preservation of De Campo 123 Original', Ido Movement for Culture: Journal of Martial Arts Anthropology, 23 18-33 (2023) [C1]
|
Nova | |||||||||
| 2023 |
Parkes R, Donnelly D, Sharp H, 'The History teacher as public historian', Historical Encounters: A Journal of Historical Consciousness, Historical Culture, and History Education, 10 30-43 [C1]
|
Nova | |||||||||
| 2022 |
Eather N, Mavilidi MF, Sharp H, Parkes R, 'Programmes targeting student retention/success and satisfaction/experience in higher education: A systematic review', JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT, 44 223-239 (2022) [C1]
|
Nova | |||||||||
| 2022 | Parkes R, 'Four Approaches to the Knowledge Versus Skills Problem in the Teaching of History', Agora, 57 3-6 (2022) [C1] | Nova | |||||||||
| 2019 |
MacDonald CW, Osmotherly PG, Parkes R, Rivett DA, 'The current manipulation debate: historical context to address a broken narrative', Journal of Manual and Manipulative Therapy, 27 1-4 (2019) [C1]
|
Nova | |||||||||
| 2019 |
Donnelly DJ, Parkes RJ, Sharp HL, Shaw EL, 'Remembering Australia s past project: pre-service history teachers, national narratives and historical consciousness', Curriculum Perspectives, 39 159-168 (2019) [C1]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 2017 |
Sharp H, Parkes R, Donnelly D, '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, 2017 73-94 (2017) [C1] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the state... [more] This paper explores the narrative data collected as part of the Remembering Australia¿s Past (RAP) project. History teacher education students were invited to respond to the statement: Tell us the history of Australia in your own words. In the analysis of the submitted narratives we aim to explore how history teacher education students engage with the topics of the Gallipoli (First World War) and Kokoda (Second World War) military campaigns. From the 97 responses received, this paper analyses the twelve participant responses from those who included both the Gallipoli and Kokoda military campaigns as examples of key events in Australia¿s history, to determine the historical knowledge and types of representations that were included in their narratives. The results indicate that the national narratives of these pre-service teachers were significantly impacted by their high school History studies and their lived experiences.
|
Nova | |||||||||
| 2016 |
Hider P, Dalgarno B, Bennett S, Liu Y-H, Gerts C, Daws C, et al., 'Reindexing a rResearch Repository from the Ground up: Adding and Evaluating Quality Metadata', AUSTRALIAN ACADEMIC & RESEARCH LIBRARIES, 47 61-75 (2016) [C1]
|
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| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 2014 | Parkes RJ, 'No outside history: Reconsidering postmodernism', Agora [Sungraphô], 49 4-10 (2014) [C1] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] | Nova | |||||||||
| 2012 |
Parkes RJ, Vinterek M, 'History Curriculum, Geschichtsdidaktik, and the Problem of the Nation [Editorial]', Education Sciences, 2 54-55 (2012) [C3]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| 2007 | Parkes RJ, 'A webdilemma in social education: Using the internet to build intellectual quality', The Social Educator, 25 7-11 (2007) [C1] | Nova | |||||||||
| 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]
|
Nova | |||||||||
| Show 30 more journal articles | |||||||||||
Review (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2012 | Parkes RJ, 'What is poststructuralism?', Making Theory Make Sense (2012) [D1] |
Conference (27 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2022 |
MacDonald C, Rivett D, Parkes R, Osmotherly P, 'James Paget's 1867 bone-setting perspective still matters: The historical genesis, development and social benefit of manual therapy across professions', Saratoga Springs, New York, USA (2022)
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| 2022 |
MacDonald C, Rivett D, Parkes R, Osmotherly P, '19th century silos in the narratives of manual therapy development. Recognising historical barriers to modern collaboration in practice across professions', Phoenix, Arizona, USA (2022)
|
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| 2021 |
MacDonald C, Osmotherly P, Parkes R, Rivett D, 'The historical development of manual therapy: narrative review and the development of a new historical method in physiotherapy research', Online (2021)
|
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| 2019 | Hider P, Mitchell P, Parkes R, 'Measuring the value of professional indexing', INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL, AUSTRALIA, Mohash Univ, Caulfield Campus, Fac Informat Technol, Melbourne (2019) [E1] | ||||
| 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]
|
Nova | |||
| 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]
|
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| 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]
|
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| 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]
|
Nova | |||
| 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]
|
Nova | |||
| 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]
|
Nova | |||
| 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]
|
Nova | |||
| 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]
|
Nova | |||
| 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] | Nova | |||
| 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] | Nova | |||
| 2001 | Parkes RJ, 'On the subject of pedagogies: Vygotskian contributions to a postmodern approach to critical pedagogy', AARE 2000 - Conference papers, Sydney (2001) [E1] | Nova | |||
| 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 24 more conferences | |||||
Other (10 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2021 |
Parkes R, Donnelly D, 'The educational legacy of the history wars', ( issue.7). Basel, Switzerland: DeGruyter (2021)
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| 2021 |
Parkes R, 'History culture, identity, and the post-colonial martial arts', ( issue.3). Basel, Switzerland: DeGruter (2021)
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| 2018 |
Parkes R, 'The Practical Legacy of Hayden White', The Practical Legacy of Hayden White ( issue.17). Basel, Switzerland: De Gruyter Oldenbourg (2018)
|
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| Show 7 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]
|
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| 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)
|
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| 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]
|
Nova |
Grants and Funding
Summary
| Number of grants | 20 |
|---|---|
| Total funding | $443,693 |
Click on a grant title below to expand the full details for that specific grant.
20201 grants / $70,000
Engaging with Traumatic Pasts: Investigating Effective and Affective Pedagogies for Social Inclusion and Reconciliation$70,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | A/Prof R Parkes; A/Prof H Sharp; Dr D Donnelly; Dr R Burke; Prof C Mathis;Prof N Ammert; Prof S Edling; A/Prof J Lofstrom et al |
| Scheme | Research Programs Pilot Scheme |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20191 grants / $14,943
Signature Assessment Tasks in History Teacher Education$14,943
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Dr Heather Sharp (Lead), Dr Rachel Burke, Dr Kay Carroll (WSU), Dr Deborah Henderson (QUT), Dr Samantha Owen (Curtin), Dr Philip Roberts (UC), Dr Louise Zarmati (UT), A/Professor Robert Parkes (UON) |
| Scheme | Strategic Network and Pilot Project Grants Scheme |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
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, Associate Professor Jess Harris, Doctor Drew Miller, Associate Professor 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 | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
20153 grants / $26,236
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 | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Associate Professor 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 |
iANZAC: Young People's Visions of ANZAC$9,236
Funding body: Department of Veterans` Affairs
| Funding body | Department of Veterans` Affairs |
|---|---|
| Project Team | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Kathryn Grushka, Associate Professor Heather Sharp, Ms Vicki Parkes |
| Scheme | Anzac Centenary Local Grants Program |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1400633 |
| Type Of Funding | Other Public Sector - Commonwealth |
| Category | 2OPC |
| 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 | Associate Professor 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 | Associate Professor Robert Parkes, Associate Professor Debra Donnelly, Doctor Catherine Hart, Associate Professor Josephine May, Associate Professor 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 | Associate Professor 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 | Associate Professor 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, Associate Professor 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 | Associate Professor 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 | Associate Professor 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 |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2023 | PhD | History Education in a Post-Truth World | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2021 | PhD | An Exploration of Collective Teacher Efficacy in Catholic Secondary School Subject Departments | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2020 | PhD | Samba and Sustainability: An Action Research Project about the Cultural Exchange between Brazil and the World on Community, Ancestral Memories, Embodied Learning, Globalisation and How One of the World's Oldest Living Cultures Might Share its Sustainability Secrets | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2017 | PhD | The Autoethnography of a History Teacher: Transformation, Pedagogy, Historical Consciousness, and Teaching History Extension in New South Wales, Australia. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2017 | PhD | Equitable Access to Digital Technology in Queensland High Schools - How the Covid-19 Pandemic Reignited the Discussion | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2016 | PhD | Identifying the Common Basis of Manual Therapy for the Physiotherapy, Chiropractic, Medical and Osteopathic Professions | PhD (Physiotherapy), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2022 | PhD | Enacting the Curriculum: Ghanaian Teachers’ Epistemic Understanding and Pedagogical Practices of History Teaching | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Millennial perspectives: A Mixed Method Study of Factors Influencing Australian Final Year Pre-service and Early Career History Teachers’ Integration of Technology into Classroom Practice | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | PhD | Constructing Historical Literacies: Navigating New Media | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Emergence, Representation, and Reception of Education Policy in Nepal | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Thinking Outside Borders: Exploring how the History Classroom can be a Space to Foster Ideas of Critical, Post-National Citizenship | PhD (Education), College of Human and Social Futures, 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), College of Human and Social Futures, 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 |
News
News • 7 Aug 2020
Home grown Historical Encounters journal achieves Q1 ranking
The independent journal Historical Encounters, led by Acting Head of the School of Education, Associate Professor Robert Parkes (as Editor-in-Chief) and published by the University of Newcastle’s History Education Research Network (HERMES) has recently achieved an outstanding milestone with a Q1 ranking in the Scimago Journal Rankings.
News • 6 Nov 2014
Capturing young people’s visions of ANZAC
The University of Newcastle's (UON) Historical Experience, Representation, Media, Education and Society Research Network (HERMES) has been awarded an ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.
News • 1 Jul 2014
UON Research Group Launches World-class Journal
The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched its inaugural issue of Historical Encounters.
Associate Professor Robert Parkes
Position
Associate Professor
School of Education
College of Human and Social Futures
Contact Details
| robert.parkes@newcastle.edu.au | |
| Phone | (02) 498-54080 |
| Fax | (02) 492-17887 |
| Links |
Twitter |
Office
| Room | V127 |
|---|---|
| Building | V Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
NEWS • Aug 07.2020
Home grown Historical Encounters journal achieves Q1 ranking
The independent journal Historical Encounters, led by Acting Head of the School of Education, Associate Professor Robert Parkes and published by the UON's History Education Research Network (HERMES) has recently achieved an outstanding milestone with a Q1 ranking.
NEWS • Nov 06.2014
Capturing young people’s visions of ANZAC
HERMES awarded ANZAC Centenary Grant to capture and disseminate what ANZAC means to young Australians and their communities.
NEWS • Jul 01.2014
UON Research Group Launches World-class Journal
The University of Newcastle's Historical Experience, Representation, Media, Education, and Society (HERMES) Research Group has launched Historical Encounters