When writing about the teaching of history in universities, three contexts become apparent. The first is the enormous diversity and sophistication of historical practice and historical thinking. The second is the existence of Threshold Learning Outcomes (TLO) to standardise history teaching. The third is the Scholarship of Teaching and Learning which has provided an international intellectual and practical framework within which to discuss discipline teaching. In this chapter, we position this book within those contexts and introduce its purpose.

This chapter considers the importance of leadership in creating an environment in which history teaching can flourish and evolve. It argues that 'enabling leadership' is a way to support individual and collegial endeavour that reinvigorates professional commitment within the context of the managerial revolution.

When a major fire occurs in a school, the impact can be felt for years to come. How the school community rebuilds depends on strong leadership and the resilience of the members of that community. This article explores the stories of four Australian schools, two rural NSW schools, Kelso High School and Oxley High School and two urban schools; Lyneham Public School, in Canberra, ACT and St Clair High School in Sydney. The research draws from qualitative interviews with school leaders as well as textual sources such as newspapers, social media and departmental documents. Through a comparative lens, the story of determined principals, teachers, students and parents is revealed. In each case the school emerges from significant misfortune to become a stronger school driven by a shared determination.

Fires in schools in Australia occur with a disturbing regularity. The cost to the school community and the NSW Department of Education and Communities is significant. In addition the students face anxiety and sense of loss associated with the destruction of buildings and resources, as well as the legacy that is attached to a traumatic event. The school, as a site for learning and nurturing, is highly valued by teachers, the local community and students; yet the aftermath of major fires in schools is a topic rarely explored. This paper offers an insight into the early stages of larger socio-historical study that maps the frequency of major fires in schools and the subsequent stories of rebuilding by those school communities. The research draws from both qualitative interviews with teachers in rural schools and document archives. The early findings suggest that the state governments and emergency services offer vital assistance during the early stages of rebuilding. However, the stories, of the efforts by local community bodies, neighboring educational institutions, the students and, in particular, the school staff reveal a remarkable narrative resilience and commitment to education in rural communities.