Rebecca Cairns lives and works on Wadawurrung Country as a non-Indigenous researcher and senior lecturer at the Deakin University School of Education. Prior to this, she taught in secondary schools. Her curriculum inquiry research examines the complexities of how we do curriculum, focusing on history education, studies of Asia, and decolonising practices.Aleryk Fricker is a proud Dja Dja Wurrung academic. His research focus is on Indigenous Education and decolonising education practices in Australia to enable all students in Australia to benefit from accessing the oldest pedagogies and teaching knowledges in the world.Sara Weuffen is a teacher-researcher expert in cross/intercultural education between First Nations Peoples and non-Indigenous people in Australia. As a non-Indigenous woman born on Gundijtmara Country (Warrnambool) and living on Wadawurrung Country (Ballarat), she specialises in supporting other non-Indigenous people to develop critical consciousness via curriculum analysis and pedagogical enhancement.

"This book offers fresh perspectives, interrogations, and insights into potential ways forward for educators. The authors lucidly inform and reflect contemporary public debates, as well as emerging historiographical debates, about the future of (de)colonising Australian history education. The pages turn themselves."Fred Cahir, Professor in Australian History, Federation University, Australia.

• Part 1: Interrogating decolonising curriculum inquiry 1. Decolonising the thin veneer of 'the history wars’ on unceded lands 2. Mobilising interculturality and transformative narratives to disrupt traditional historical narratives in Australian history education and curriculum 3. Cinematic Virtual Reality as truth telling tool: Using technology to restore First Nations presence in regional school history curriculum 4. Challenging the Cult of Forgetfulness: Embedding Sovereign First Nations Voices into an Australian History Textbook 5. White possession and the ‘Mongolian Octopus’: Examining the curricular practices that shape Asia-related Australian history 6. Truth Commissions and History Education: Liberal and Decolonial Perspectives Part 2: Emerging decolonising teaching practices 7. What did you do in the History Wars, Mummy? White teachers decolonising Australian curriculum… and themselves 8. Acknowledging First Nations history and culture in Primary school environments 9. “Peeling off the final scab of thinking that everything’s fine”: Exposing the poison of Australian education’s colonising history through drama-based learning 10. Decolonialisation in pedagogical practice towards truth telling in an Early Childhood service 11. Decolonising teaching practice for working cross-culturally: Foundational threshold concepts for non-Indigenous teachers in Australia 12. Decolonial futures: What’s next for history in Australian schools?

Rebecca Cairns lives and works on Wadawurrung Country as a non-Indigenous researcher and senior lecturer at the Deakin University School of Education. Prior to this, she taught in secondary schools. Her curriculum inquiry research examines the complexities of how we do curriculum, focusing on history education, studies of Asia, and decolonising practices.Aleryk Fricker is a proud Dja Dja Wurrung academic. His research focus is on Indigenous Education and decolonising education practices in Australia to enable all students in Australia to benefit from accessing the oldest pedagogies and teaching knowledges in the world.Sara Weuffen is a teacher-researcher expert in cross/intercultural education between First Nations Peoples and non-Indigenous people in Australia. As a non-Indigenous woman born on Gundijtmara Country (Warrnambool) and living on Wadawurrung Country (Ballarat), she specialises in supporting other non-Indigenous people to develop critical consciousness via curriculum analysis and pedagogical enhancement.

"This book offers fresh perspectives, interrogations, and insights into potential ways forward for educators. The authors lucidly inform and reflect contemporary public debates, as well as emerging historiographical debates, about the future of (de)colonising Australian history education. The pages turn themselves."Fred Cahir, Professor in Australian History, Federation University, Australia.

• Part 1: Interrogating decolonising curriculum inquiry 1. Decolonising the thin veneer of 'the history wars’ on unceded lands 2. Mobilising interculturality and transformative narratives to disrupt traditional historical narratives in Australian history education and curriculum 3. Cinematic Virtual Reality as truth telling tool: Using technology to restore First Nations presence in regional school history curriculum 4. Challenging the Cult of Forgetfulness: Embedding Sovereign First Nations Voices into an Australian History Textbook 5. White possession and the ‘Mongolian Octopus’: Examining the curricular practices that shape Asia-related Australian history 6. Truth Commissions and History Education: Liberal and Decolonial Perspectives Part 2: Emerging decolonising teaching practices 7. What did you do in the History Wars, Mummy? White teachers decolonising Australian curriculum… and themselves 8. Acknowledging First Nations history and culture in Primary school environments 9. “Peeling off the final scab of thinking that everything’s fine”: Exposing the poison of Australian education’s colonising history through drama-based learning 10. Decolonialisation in pedagogical practice towards truth telling in an Early Childhood service 11. Decolonising teaching practice for working cross-culturally: Foundational threshold concepts for non-Indigenous teachers in Australia 12. Decolonial futures: What’s next for history in Australian schools?

Rebecca Cairns lives and works on Wadawurrung Country as a non-Indigenous researcher and senior lecturer at the Deakin University School of Education. Prior to this, she taught in secondary schools. Her curriculum inquiry research examines the complexities of how we do curriculum, focusing on history education, studies of Asia, and decolonising practices.Aleryk Fricker is a proud Dja Dja Wurrung academic. His research focus is on Indigenous Education and decolonising education practices in Australia to enable all students in Australia to benefit from accessing the oldest pedagogies and teaching knowledges in the world.Sara Weuffen is a teacher-researcher expert in cross/intercultural education between First Nations Peoples and non-Indigenous people in Australia. As a non-Indigenous woman born on Gundijtmara Country (Warrnambool) and living on Wadawurrung Country (Ballarat), she specialises in supporting other non-Indigenous people to develop critical consciousness via curriculum analysis and pedagogical enhancement.

"This book offers fresh perspectives, interrogations, and insights into potential ways forward for educators. The authors lucidly inform and reflect contemporary public debates, as well as emerging historiographical debates, about the future of (de)colonising Australian history education. The pages turn themselves."Fred Cahir, Professor in Australian History, Federation University, Australia.

• Part 1: Interrogating decolonising curriculum inquiry 1. Decolonising the thin veneer of 'the history wars’ on unceded lands 2. Mobilising interculturality and transformative narratives to disrupt traditional historical narratives in Australian history education and curriculum 3. Cinematic Virtual Reality as truth telling tool: Using technology to restore First Nations presence in regional school history curriculum 4. Challenging the Cult of Forgetfulness: Embedding Sovereign First Nations Voices into an Australian History Textbook 5. White possession and the ‘Mongolian Octopus’: Examining the curricular practices that shape Asia-related Australian history 6. Truth Commissions and History Education: Liberal and Decolonial Perspectives Part 2: Emerging decolonising teaching practices 7. What did you do in the History Wars, Mummy? White teachers decolonising Australian curriculum… and themselves 8. Acknowledging First Nations history and culture in Primary school environments 9. “Peeling off the final scab of thinking that everything’s fine”: Exposing the poison of Australian education’s colonising history through drama-based learning 10. Decolonialisation in pedagogical practice towards truth telling in an Early Childhood service 11. Decolonising teaching practice for working cross-culturally: Foundational threshold concepts for non-Indigenous teachers in Australia 12. Decolonial futures: What’s next for history in Australian schools?