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This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time and presenting it in textbooks is a conflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that the teaching of history in schools is 'boring' and irrelevant to their lives. The authors seek a way out of this dilemma in proposing that the teaching of Indigenousdoi:10.14221/ajte.2018v43n9.4 fatcat:hsw6vjuzirerdauxdwqwj5oivy