About the authors
Martin Kerby (PhD) is an Associate Professor in Curriculum and Pedagogy at the University of Southern Queensland, Australia with a specialisation in History. His research interests focus on biography, historical inquiry and artistic and cultural responses to conflict. Dr Kerby holds two doctorates in the field of biography. He has received numerous research awards including several state and national ANZAC Centenary grants (2014, 2015, 2017). Dr Kerby was a 2018 Q ANZAC 100 Fellow at the State Library of Queensland with his project titled ‘A War Imagined: Queenslanders and the Great War’. These competitive fellowships were awarded for projects that focus on new insights into the Queensland experience of WW1 and its aftermath. He was recently awarded a place on the national and highly-regarded 2020 Gandel Holocaust Studies Program for Australian Educators (currently delayed due to the COVID-19 pandemic). Dr Kerby has published extensively including The Palgrave Handbook of Artistic and Cultural Responses to War since 1914 (Kerby, Baguley & McDonald, 2009, Palgrave Macmillan). During 2020 Dr Kerby was one of a team awarded a USQ Learning and Teaching Open Educational Practice (OEP) Grant for the project titled ‘Exploring Social Justice, Democracy, Human Rights and Citizenship: Engaging Tertiary Students Through an Open History Textbook Initiative’. He is also the Chief Investigator on a USQ Capacity Building Research Grant titled ‘Counter Memorials/Monuments and the Australian Commemorative Landscape’. He is also currently the Chief Editor of Australian Art Education and has published eight issues under his leadership.
Margaret Baguley (PhD) is a Professor in Arts Education, Curriculum and Pedagogy at the University of Southern Queensland, Australia with a specialisation in visual arts. She has received numerous awards recognising the high quality of her teaching and research. She is currently the Associate Dean (Research) for the Faculty of Business, Education, Law and Arts. Her research interests encompass the arts, arts education, leadership, group dynamics, creative collaboration and historical commemoration. She has an extensive number of publications including The Palgrave Handbook of Global Arts Education (Barton & Baguley, 2017, Palgrave Macmillan) and The Palgrave Handbook of Artistic and Cultural Responses to War since 1914 (Kerby, Baguley & McDonald, 2009, Palgrave Macmillan). Dr Baguley is also a practising artist with 10 solo exhibitions and 47 group exhibitions – 40 of these invitational. Her most recent group exhibition received Australia Council for the Arts funding and she has been a recipient of grants from the Ian Potter Foundation, Craft Queensland, Arts Queensland and the Australia Council for the Arts. During 2020 Dr Baguley was one of a team awarded a USQ Learning and Teaching Open Educational Practice (OEP) Grant for the project titled ‘Exploring Social Justice, Democracy, Human Rights and Citizenship: Engaging Tertiary Students Through an Open History Textbook Initiative’. She is also a team member and mentor on a USQ Capacity Building Research Grant titled ‘Counter Memorials/Monuments and the Australian Commemorative Landscape’. She recent co-edited a special theme journal issue on the inclusion of the arts as a social justice imperative in the Australian Curriculum for The Australian Educational Researcher. Dr Baguley was co-awarded a Princeton University Library Research Grant (2020) with Dr Kerby to undertake research on the relationship between the artist and author of the Mary Poppins series of books. Dr Baguley is currently elected Vice-President of Art Education Australia (AEA), the national peak body for visual arts education.
Richard Gehrmann is a Senior Lecturer (International Studies) teaching international relations at the University of Southern Queensland, Australia. Richard’s recent research addresses contemporary war and society, and Australians in colonial India. Richard is a member of the Australian Army Reserve, and his military service included deployments to Iraq from 2006-2007 and Afghanistan from 2008-2009. One focus of his research and publications is the way imagined and fictionalised experiences of war differ from the lived experience of war. His related publications include Communication, Interpreting and Language in Wartime: Historical and Contemporary Perspectives (with Amanda Laugesen, 2020, Palgrave Macmillan) and Memory and the Wars on Terror: Australian and British Perspectives (with Jessica Gildersleeve, 2017, Palgrave Macmillan). His work on war and society has been published in a range of journals including Peace Review, Popular Entertainment Studies, Australian Journal of Jewish Studies and in the books Rendering the Unspeakable Past: Legacies of Violence in Modern Australia (2016, Berghahn), Trauma and Public Memory (2015, Palgrave Macmillan), and Fashion and War in Popular Culture (2014, Intellect). A graduate of the University of Cambridge, he also holds Masters degrees in Defence Studies (University of New England), Education (University of Southern Queensland) and Arts (Deakin University). His ongoing research includes a project examining the way Australians have written about and remembered the experience of war in Iraq and Afghanistan.
Alison Bedford (PhD) is a sessional lecturer in the School of Education at the University of Southern Queensland, Australia, with a specialisation in History curriculum and pedagogy, and education research. Her own research interests include the social function of fiction, science fiction, and history pedagogy. She is the Book Reviews Editor for the Australasian Journal of Victorian Studies. Dr Bedford’s publications are wide-ranging. She has published the book In Frankenstein’s Wake: Mary Shelley, Morality and Science Fiction (2021, McFarland), as well as a number of textbooks for both tertiary and secondary students, most notably Teaching Secondary History (Sharp, Dallimore, Bedford, Kerby, Goulding, Heath, Von Guttner, & Zamati, 2021, Cambridge University Press) and Modern History Units 1-4 (Bedford, Martens, & Slavin, 2019, Cambridge University Press) as a part of the Cambridge Checkpoints QCE series. She has also recently co-edited Unlocking Social Theory With Popular Culture with Dr Naomi Barnes (Queensland University of Technology). Dr Bedford’s work on History pedagogy has been published in a number of journals, including Historical Encounters and Agora. Dr Bedford is also a practicing secondary History and English Literature teacher with more than 15 years’ experience. She was awarded a fellowship in Alliance of Girls’ Schools Australasia’s international Global Action Research Collaborative as a member of the 2020/21 cohort to continue her research into innovative inquiry pedagogies for the teaching of history.
About the editors
Samara Rowling is a librarian and academic editor, specialising in open textbook production. She is a confirmed PhD candidate in the School of Creative Arts (Editing and Publishing) at the University of Southern Queensland, Australia, researching the question ‘How can we build sustainable open textbook publishing programs at Australian universities?’ (expected completion date August 2025).
Nikki Andersen is the Open Education Content Librarian at the University of Southern Queensland. In this role she supports open educational practices, including the development of open textbooks using the Pressbooks open publishing platform. She also has previous experience as a Copyright Officer, and a Diversity and Inclusion Officer. She is interested in the relationship between open educational practice, social justice and student success.