Louise Zarmati

UTAS Home Dr Louise Zarmati

Louise Zarmati

Senior Lecturer

Room Room 229b , Building A

+61 3 6324 3370 (phone)

+61 3 6324 3048 (fax)

Louise has had a varied career as a teacher, archaeologist and museum educator and now works in the School of Education as a teacher educator specialising in the learning area of Humanities and Social Sciences. Her areas of expertise are Australian history and archaeology, museum education, history pedagogy and curriculum design. Over the years Louise has written many textbooks and articles on teaching history and archaeology to primary and secondary students. In 2009 she was a writer of the first iteration of the Australian Curriculum: History, Foundation to Year 10 and Senior Ancient History courses.  In 2012 Louise was awarded a Churchill Fellowship to study innovative archaeology education programs overseas. Since joining UTAS in 2015, Louise has received a Vice Chancellor’s Award of Community Engagement (2018) and a College Citation for Outstanding Contribution to Student Learning (2019).


Louise spent the first five years of her career as a history and English teacher in a number of secondary schools in Sydney before leaving Australia to pursue her passion for history and archaeology.  She worked on excavations in Israel, Greece and Cyprus and studied archaeology and museum management at the University of Cambridge. After returning to Australia in 1991, Louise set up the Nicholson Museum's schools education program at the University of Sydney (1992) and the Dawes Point archaeology program at The Rocks in Sydney (1995).

In 1996, Louise resumed her school teaching career and during that time produced two textbooks on archaeology with Dr Aedeen Cremin. In 2005, she was awarded a NSW Premier's History Scholarship to study the work of Italian archaeologist Amedeo Maiuri. From 2008 to 2010 Louise worked as a teacher educator at Macquarie University, and at Deakin University she completed her PhD entitled 'Teaching history in Australian Museums: Pedagogy and Praxis' in 2012. From 2013, Louise worked as a teacher educator in the Faculty of Education at the University of Western Sydney. She also runs a successful education consulting practice which produced learning programs for Sydney Learning Adventures, Melbourne Museum, State Library of NSW and Parramatta Park Trust. Since 2006, Louise has been education consultant for The Big Dig Archaeology Education Centre at The Rocks in Sydney which was awarded a National Trust (NSW) Heritage award for Best Education Program in 2011.

Career summary


  • Doctor of Philosophy (2012) 'Teaching history in Australian Museums: Pedagogy and Praxis' Deakin University, Australia
  • Master of Philosophy (1992) 'A positive view of 'The heritage industry'; A study of seven private heritage centres in Britain' University of Cambridge, UK
  • Diploma of Education (1980) University of Sydney, Australia
  • Bachelor of Education (1979) University of Sydney, Australia


Professional practice

Louise was an Executive Member of the NSW History Teachers' Association from 2006 to 2013. From 2011-12 Louise ran the education group of the NSW chapter of Museums Australia, and is a member of the Australian Archaeological Association.

Administrative expertise

Louise has expertise in designing and managing education projects for government and corporate cultural institutions, and as a unit coordinator in schools and universities.


History, Modern History, Ancient History, Australian History, history pedagogy, archaeology, archaeology education, archaeology pedagogy, Aboriginal archaeology, historical archaeology, humanities, museums, heritage sites.

Teaching expertise

Louise's tertiary teaching expertise is in the subject areas of history, archaeology, museums, education theory, curriculum design and pedagogy. She has taught in Bachelor and Masters programs at a number of universities and designed and coordinated units/courses.

Teaching responsibility

Louise coordinates and teaches into this second-year teaching unit:

Introduction to Humanities and Social Sciences Education EPR260

Louise is a tutor for the third-year teaching unit:

Advanced Humanities and Social Sciences Education EPR360

Research Appointments

  • Member of Tasmanian Museum and Art Gallery Education Advisory Panel
  • Member of the Tasmanian Department of Education Learning Advisory Group
  • Member of Reconciliation Tasmania

Research Invitations

  • Invited presenter for Australian Council of Educational of Educational Research’ (ACER) Research Conference 2021 – ‘How might we identify and measure learning progression in History?’

View more on Dr Louise Zarmati in WARP


Louise's research aligns to the University of Tasmania's research theme of place-based teaching and learning. It focuses on how educators use pedagogy to design and deliver learning programs to children and adolescents in museums and archaeological sites. Louise is particularly interested in how the spatial and sensory experiences of visiting a museum or archaeological site are imprinted in children's memory and can affect learning.

Louise's research in Australian museums and heritage sites challenges the dominant constructivist learning paradigm of museum education discourse that emanates from science by proposing an alternative model derived from the discipline of history that sees pedagogy as the catalyst for learning in 'formal' museum and heritage site contexts. She is also investigating 'archaeological thinking', and how archaeology can be used as pedagogy to increase teachers' and students' interest in Australian history, especially the history and archaeology of Aboriginal and Torres Strait Islander people.

  • History education
  • Ancient History
  • Archaeology
  • Education theory, pedagogy and curriculum
  • Qualitative research


Current projects

  • Teaching and learning in Australian museums and heritage sites
  • Archaeology as pedagogy in Australian museums and heritage sites
  • Pre-service and in-service teachers' historical knowledge of Aboriginal history and archaeology
  • Archaeology as community engagement in Tasmania

Fields of Research

  • Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) (390107)
  • Archaeology of Europe, the Mediterranean and the Levant (430104)
  • Archaeology of Australia (excl. Aboriginal and Torres Strait Islander) (430103)
  • Teacher education and professional development of educators (390307)
  • Higher education (390303)
  • Archaeology (430199)
  • Genomics (310509)
  • Historical archaeology (incl. industrial archaeology) (430107)
  • Aboriginal and Torres Strait Islander cultural history (450103)
  • Education systems (390399)
  • Sociology of education (390203)
  • Learning sciences (390409)
  • Genetics (310599)
  • Aboriginal and Torres Strait Islander curriculum and pedagogy (450201)

Research Objectives

  • Teacher and instructor development (160303)
  • Expanding knowledge in history, heritage and archaeology (280113)
  • Learner and learning (160199)
  • Pedagogy (160302)
  • Assessment, development and evaluation of curriculum (160301)
  • Other education and training (169999)
  • Teaching and curriculum (160399)
  • Aboriginal and Torres Strait Islander education (210299)
  • Conserving Aboriginal and Torres Strait Islander heritage and culture (210407)
  • Early childhood education (160101)
  • Primary education (160103)
  • Secondary education (160105)


Louise's publications focus on the pedagogical practices of teachers and heritage educators to determine how they use pedagogy to communicate history and archaeology to children in schools, museums, and heritage sites. Louise has written textbooks for teachers and students on archaeology and history and also makes a point of publishing her work in teachers' professional journals, such as Teaching History, the professional journal of the NSW History Teachers' Association. Louise has also published chapters in teacher education textbooks that focus on the teaching and learning History: Teaching Humanities and Social Sciences (Gilbert, Tudball & Brett, 7th Ed.) Cengage 2020, and Teaching Secondary History, Cambridge University Press 2021.

Total publications


Journal Article

(7 outputs)
2020Zarmati L, 'Sparking the flame, not filling the vessel: How museum educators teach history in Australian museums', Historical Encounters, 7, (3) pp. 76-91. ISSN 2203-7543 (2020) [Refereed Article]

[eCite] [Details]

Citations: Web of Science - 1


2019Zarmati L, Cremin A, 'Special edition of Archaeologies' ISSN 1555-8622 (2019) [Edited Journal]

[eCite] [Details]

2019Zarmati L, Frappell A, 'Engaging students in inquiry learning at The Big Dig, Sydney', Archaeologies, 15, (1) pp. 1-18. ISSN 1555-8622 (2019) [Refereed Article]

DOI: 10.1007/s11759-019-09363-w [eCite] [Details]


2017Zarmati LFC, ' Pompeii-mania' in schools Down Under', Journal of Public Archaeology, 1 pp. 1-9. ISSN 2532-3512 (2017) [Refereed Article]

DOI: 10.23821/2017_3a [eCite] [Details]


2015Zarmati L, 'Using archaeology to teach Australia's 'difficult' indigenous past', Conservation and Management of Archaeological Sites, 17, (1) pp. 91-106. ISSN 1350-5033 (2015) [Refereed Article]

DOI: 10.1179/1350503315Z.00000000096 [eCite] [Details]

Citations: Scopus - 2Web of Science - 3


2015Zarmati L, 'Archaeology as pedagogy at Sydney's 'The Big Dig'', The Historic Environment, 6, (2) pp. 177-191. ISSN 1756-7505 (2015) [Refereed Article]

DOI: 10.1179/1756750515Z.00000000082 [eCite] [Details]

Citations: Web of Science - 2


2015Zarmati L, 'Echoes from the past: Oral history in the National Museum of Australia', MuseumEdu, 2, (Autumn) pp. 53-62. ISSN 2408-0748 (2015) [Refereed Article]

[eCite] [Details]


Chapter in Book

(5 outputs)
2020Zarmati LFC, 'Constructing Archaeology as a Subject in the School Curriculum', Archaeological heritage and education: an international perspective on history education, Slovenian National Commission for UNESCO, D Trskan and S Bezjak (ed), Slovenia, pp. 245-263. ISBN 978-961-93589-8-6 (2020) [Research Book Chapter]

[eCite] [Details]


2020Zarmati LFC, Cremin A, 'Herculaneum', Encyclopedia of Global Archaeology: Living Edition, Springer Nature Switzerland AG, C Smith (ed), Cham, Switzerland ISBN 978-3-319-51726-1 (2020) [Research Book Chapter]

DOI: 10.1007/978-3-319-51726-1_3489-2 [eCite] [Details]


2019Zarmati L, Riley D, 'Pompeii', Encyclopedia of Global Archaeology, Springer Nature, C Smith (ed), Switzerland, pp. 1-7. ISBN 978-3-319-51726-1 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-319-51726-1_2490-2 [eCite] [Details]


2018Zarmati L, 'Teaching History in Australian Museums Pedagogy and Praxis', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 217-224. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_21 [eCite] [Details]

Citations: Scopus - 1


2015Zarmati L, 'Echoes from the past: Oral history in the National Museum of Australia', Oral history in museums and in Education, Nissos Publications, I Nakou and A Gazi (ed), Athens, Greece, pp. 121-130. ISBN 978-960-589-008-7 (2015) [Research Book Chapter]

[eCite] [Details]


Conference Publication

(1 outputs)
2019Zarmati L, 'How might we identify and measure learning progression in history?', Australian Council for Education Research (ACER), 16-20 August 2021, Virtual (Online), pp. 1-7. ISBN 978-1-74286-638-3 (2019) [Conference Edited]

[eCite] [Details]



(1 outputs)
2019Zarmati L, 'Maiuri, Amedeo', Encyclopedia of Global Archaeology, C Smith (ed), Switzerland, pp. 1-3 (2019) [Entry]

DOI: 10.1007/978-3-319-51726-1_3188-1 [eCite] [Details]


Other Public Output

(3 outputs)
2020Zarmati L, 'Oatlands Guard House', Southern Midlands Council, Tasmania, pp. 1-8. (2020) [Government or Industry Research]

[eCite] [Details]

2019Zarmati L, 'Learning Progression in History', Future of Education and Skills 2030: Curriculum analysis, Organisation for Economic Co-operation and Development (OECD), France (2019) [Government or Industry Research]

[eCite] [Details]

2017Zarmati LFC, 'Why do kids hate Australian history? And what can we do about it', ABC Radio Northern Tasmania, Launceston, Tasmania (2017) [Media Interview]

[eCite] [Details]

Grants & Funding

Funding Summary

Number of grants


Total funding



Non-Aboriginal pre-service teachers' attitudes to teaching Tasmanian Aboriginal histories and cultures. (2018 - 2019)$20,288
Quantitative and qualitative data will be gathered from samples of University of Tasmania non-Aboriginal pre-service teachers regarding their knowledge of and personal attitudes to teaching Tasmanian Aboriginal histories and cultures.
Department of Education Tasmania ($20,288)
Contract Research
Administered By
University of Tasmania
Research Team
Zarmati LFC; Andersen C
2018 - 2019
Ross Female Factory Mixed Reality Experience: Telling Female Convict Stories (2018)$13,118
The built environments within which the 12,500 female convicts transported to Van Diemens Land (Tasmania) in the nineteenth century were incarcerated have largely been destroyed, often leaving nothing more than barely discernible traces of foundations. The purpose of the app will be to reinscribe the stories of the 832 Ross Female Factory women back into this barren locale. Our app will link richly-detailed archival records with place, acting as a prototype for a new digital approach to the interpretation of Tasmanian convict sites and convict history more generally. This project will situate Tasmania at the cutting edge of historical interpretation while simultaneously creating the necessary pedagogical tools to enable the wider public to engage with our local and regional aspects of the global story of forced penal migration, punishment, reproduction and settlement.
University of Tasmania ($13,118)
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Thomas AA; Zarmati LFC; Harman KE; Clarke RGH; Hall KP; Keating MJ
Willow Court Archaeology Project (2017)$3,650
Research by Clark1 has shown that Australian students dislike Australian history, especially the way it is taught in schools. More recently, feedback from students and teachers who visited The Big Dig Archaeology Centre (Zarmati2) showed that students were more engaged and positive about learning Australian history when they visited archaeological and heritage sites and participated in hands-on learning experiences. This professional learning experience will provide in-service teachers and educational leaders with historical knowledge about this period of Australian colonial history, and the practical pedagogical skills they need to integrate archaeology into teaching the Australian history topics recommended in the Australian Curriculum.
Department of Education Tasmania ($750); Department of Education and Training NSW ($1,000); Ms Tiana Cusack ($400); Tasmanian Catholic Education Office ($500); University of Tasmania ($1,000)
Contract Research
Administered By
University of Tasmania
Research Team
Zarmati LFC
Development, implementation and evaluation of history learning programs for National Trust Tasmania properties (2016)$6,000
Further to research I undertook for my PhD (Teaching History in Australian Museums: Pedagogy and Praxis, Deakin University 2012) I will develop, trial and evaluate history learning programs for primary and secondary students at National Trust Tasmania properties.
National Trust of Australia (Tasmania) ($6,000)
Contract Research
Administered By
University of Tasmania
Research Team
Zarmati LFC

Research Supervision




PhDIn What Ways Does the Legacy Leadership Shown by The Sisters Of Mercy Demonstrate a Viable Model of;;Feminine Leadership?2017
PhDSupporting Australian Early Career Teachers Towards Success in Remote and Isolated Teaching Contexts2018
MastersThe Impacts of the murina Program since 20172020