During the catastrophic 2019 and 2020 bushfire season and the Coronavirus (COVID-19) pandemic in 2020, Queensland’s Courier Mail regularly celebrated firefighters and health workers as national archetypes. By positioning them as the ‘new Anzacs’, the Courier Mail was able to communicate an understanding of the crises using a rhetoric that was familiar, unthreatening and reassuring. The firefighters, both professional and volunteer, were easily subsumed into the mythology’s celebration of national identity. As Queensland’s health workers were predominantly female, urban-based and educated, the article used a more modern iteration of the Anzac mythology better suited to this different context. The emergence of a ‘kinder, gentler Anzac’ in the 1970s and its focus on trauma, suffering and empathy proved equally useful as a rhetorical tool. Both approaches were underpinned by a move away from a narrow military context to the Anzac mythology’s standing as a civic religion that celebrates more universal values such as courage, endurance, sacrifice and comradeship.

Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the 'big ideas' of teaching with the nuance of History content. Each chapter features short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.

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Australian war memorials have changed over time to reflect community sentiments and altered expectations for how a memorial should look and what it should commemorate. The monolith or cenotaph popular after the Great War has given way to other forms of contemporary memorialisation including civic, counter or anti-memorials or monuments. Contemporary memorials and monuments now also attempt to capture the voices of marginalised groups affected by trauma or conflict. In contrast, Great War memorials were often exclusionary, sexist and driven by a nation building agenda. Both the visibility and contestability of how a country such as Australia pursues public commemoration offers rich insights into the increasingly widespread efforts to construct an inclusive identity which moves beyond the cult of the warrior and the positioning of war as central to the life of the nation.

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