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AbstractHistoryArchive Description

'Fast-paced series spin-off of the hit feature film. Filmed at an abandoned school in Sydney's Maroubra, this program was about an ethnically diverse group of students attending Hartley High School.'

Source: National Film and Sound Archive record.

Works about this Work

From The Getting of Wisdom to Heartbreak High : Australian School Stories on Screen Michelle Smith , 2019 single work
— Appears in: The Conversation , 29 January 2019;

Going to school is one of the few life experiences almost everyone shares. From the time children began to be educated in small groups in Britain, there were school stories in popular culture, beginning with what many consider the first novel for children, Sarah Fielding’s The Governess; or, The Little Female Academy (1749).  (Introduction)

'We Don't Need No Education' : Adolescents and the School in Contemporary Australian Teen TV Kate Douglas , Kelly McWilliam , 2004 single work criticism
— Appears in: Teen TV : Genre, Consumption, Identity 2004; (p. 151-165)
'In this chapter we focus on Heartbreak High, arguably the most significant Australian 'quality teen television drama' of the 1990s. We explore how the programme’s diegesis negotiates and maps identities for contemporary Australian teenagers. More specifically, we examine constructions of teenage identities in contemporary Australian ‘quality teen television drama’ (hereafter referred to as ‘teen TV’) via representations of ‘the school’ and ‘post-school’ options within the programme. We investigate how Heartbreak High has responded to (whether by conforming to, or exceeding) the available cultural spaces for narrating adolescent experiences, but also to the broader social relationship between adolescents and schools. How does this programme represent the accord and tension between teens and schools? Do these representations offer diverse or uniform outcomes for their teen characters in relation to educational and post-school options, and what are the implications for Australian teen identities more broadly? We overview Heartbreak High and its reception, but also make comparative references to other Australian programmes that feature teens prominently.' (p.152)
'We Don't Need No Education' : Adolescents and the School in Contemporary Australian Teen TV Kate Douglas , Kelly McWilliam , 2004 single work criticism
— Appears in: Teen TV : Genre, Consumption, Identity 2004; (p. 151-165)
'In this chapter we focus on Heartbreak High, arguably the most significant Australian 'quality teen television drama' of the 1990s. We explore how the programme’s diegesis negotiates and maps identities for contemporary Australian teenagers. More specifically, we examine constructions of teenage identities in contemporary Australian ‘quality teen television drama’ (hereafter referred to as ‘teen TV’) via representations of ‘the school’ and ‘post-school’ options within the programme. We investigate how Heartbreak High has responded to (whether by conforming to, or exceeding) the available cultural spaces for narrating adolescent experiences, but also to the broader social relationship between adolescents and schools. How does this programme represent the accord and tension between teens and schools? Do these representations offer diverse or uniform outcomes for their teen characters in relation to educational and post-school options, and what are the implications for Australian teen identities more broadly? We overview Heartbreak High and its reception, but also make comparative references to other Australian programmes that feature teens prominently.' (p.152)
From The Getting of Wisdom to Heartbreak High : Australian School Stories on Screen Michelle Smith , 2019 single work
— Appears in: The Conversation , 29 January 2019;

Going to school is one of the few life experiences almost everyone shares. From the time children began to be educated in small groups in Britain, there were school stories in popular culture, beginning with what many consider the first novel for children, Sarah Fielding’s The Governess; or, The Little Female Academy (1749).  (Introduction)

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