The Editorial Board of the Dictionary of Educational History in Australia and New Zealand (DEHANZ) consists of three editors, appointed by the Australian and New Zealand History of Education Society. They are responsible to the ANZHES Committee for the development and administration of the Dictionary.
Children at Redfern Primary School, Sydney, c. 1942. Argus Newspaper Collection of Photographs, State Library of Victoria, H99.201/3921
Editors of DEHANZ
(2024-2025)
Dr Dorothy Kass
Chair of the Editorial Board
Macquarie University
Australia
Dr Craig Campbell
Editorial Board member (Interim), with main responsibility for Australian entries.
Dr Frances Kelly
Editorial Board member (Interim), with main responsibility for New Zealand entries.
University of Auckland
New Zealand
ABOUT THE EDITORS
Dorothy Kass is an Australian historian and an Honorary Postdoctoral Fellow at Macquarie University. Before completing her doctorate at Macquarie University in 2015, she was employed as a librarian and teacher-librarian in university and secondary school libraries in New South Wales. Her book, Educational Reform and Environmental Concern: A history of school nature study in Australia was published in 2018. She is the author of six refereed journal articles. Her recent papers have been published in Paedagogica Historica, History of Education and History of Education Review. Her chapter in the edited book, Framing the Environmental Humanities (2018) discussed school nature study in an eco-critical framework. Dorothy was co-editor with Craig Campbell of a special issue of History of Education Review (27, no. 2, 2018). She is the author of several book reviews and has spoken at local, national and international conferences on the history of education, environmental history, and broader historical topics.
Dorothy has been active in the Australian and New Zealand History of Education Society (ANZHES) since 2014, taking office as Secretary in 2020 and 2021. She is a member of the Australian Historical Association (AHA), and the International Standing Conference for the History of Education (ISCHE).
Dorothy’s early education was at Strathfield South Public School and Strathfield Girls High School in Sydney and then at the University of Sydney. Most of her employment has been in the public sphere, primarily with the University of Sydney and the New South Wales Department of Education. Her research at Macquarie University focused on environmental history and the history of education. Dorothy has recently become interested in images and material objects as sources and subjects for the history of education. Her research interests include progressive education and movements for the reform of education in the twentieth century.
Craig Campbell is an Australian historian of education. Researching and teaching at the University of
Sydney from 1994 to 2009, he has concentrated on the social history of schooling. His books, several co-written, include Jean Blackburn: Education, Feminism and Social Justice (2019), A History of Australian Schooling (2014), The Comprehensive Public High School (2013), Unley High School: One Hundred Years of Public Education (2010), School Choice: How Parents Negotiate the New School Market in Australia (2009), Going to School in Oceania (2007), Education, Change and Society (2007, 2010, 2013) and Toward the State High School in Australia (1999).
Along with being a founding editor of this Dictionary of Educational History in Australia and New Zealand (2013- ), he was co-editor of the History of Education Review (2013-2018). He co-edited three thematic issues of the leading international journal in the history of education, Paedagogica Historica (2001, 2007, 2017). He has contributed entries on schooling history to the Oxford Handbook of the History of Education (2019), The Wakefield Companion to South Australian History (2001, 2023) and The Routledge International Encyclopaedia of Education (2008). His chapters in edited books include work on the history of communism in Australia, adolescence and middle schooling, social class and education and the history of childhood. He has had eighteen papers published in refereed journals in his field. Nine of his students successfully completed their Ph.D. degrees.
Craig was educated in the public school system in South Australia where he also taught high school before completing his doctorate in history at the University of Adelaide in 1994.
He has contributed to the history profession by holding office in the Australian and New Zealand History of Education Society (ANZHES) as treasurer, secretary, executive member and president over many years between 1994 and 2020. He was elected to the executive committee of the International Standing Conference of the History of Education (ISCHE) in the mid-1990s. He was invited to assume positions on the editorial boards of the following journals at various times: Historical Studies in Education (Canada), Nordic Journal of Educational History (Sweden) and the History of Education Review (Australia and New Zealand). He co-organised several conferences for ANZHES, and two international conferences for ISCHE.
In more recent times, along with writing entries for DEHANZ, Craig has taught classes for the University of the Third Age. An interview with Craig, covering his career in the history of education was published in 2022, viz. “Making a Career in the History of Education. Joint Interview with Craig Campbell and Kay Whitehead.” In A. Cagnolati & J.L.H. Huerta eds, In the Footsteps of the Masters. Rome: 2021.
Frances Kelly is a Senior Lecturer in Critical Studies in Education at Waipapa Taumata Rau / The University of Auckland, in Aotearoa New Zealand. Frances teaches courses in the Bachelor of Arts Education Studies major, including courses on the History of Education, Introduction to Educational Thought and Ideas of the University Student, and in postgraduate research methods, and supervises doctoral students in the EdD and PhD programmes.
Frances’ research interests reflect her background as a textual scholar with degrees in History and English, as well as her current positioning in Critical Studies in Education. Frances is interested in materialities of education and has published chapters and articles on town-planning and architecture books for children produced by the New Zealand School Publications Branch in the 1940s, the grammar of temporary and permanent university campuses, and university library design. Currently, she is researching connections between the arts and nature study in mid-century Aotearoa New Zealand, local and global forces contributing to an experimental Emergency Education Scheme in 1942, and the inorganic agency of a 1968 student union building.
Frances’ own education was varied: she started school at Woodlands School in Singapore where her parents were teachers on the allied military base in the late 1970s; continued with her schooling in local state primary and intermediate schools in West Auckland, New Zealand; then attended a local Church of England primary school and comprehensive school in Buckinghamshire in the United Kingdom before completing her secondary school education at the experimental alternative school Green Bay High in West Auckland (modelled on the ideas of Ivan Illich and A.S. Neill). Frances holds a PhD from Waipapa Taumata Rau / The University of Auckland.
In recent years Frances has consolidated her contribution to the field of history of education through its journals (including History of Education, Paedagogica Historica and History of Education Review) and by contributing to the Australian and New Zealand History of Education Society (ANZHES) as its New Zealand representative and the convenor of the 2023 ANZHES conference.
Former Members of the DEHANZ Editorial Board
Dr Josephine May (2013-2015)
Dr Jenny Collins (2013-2023)