A tradition of dissent: Integrating social justice-oriented citizenship education through history teaching in secondary schools

Abstract

This article examines the integration of social justice-oriented citizenship education (SJCE) into history teaching in secondary schools (ages 11–16), aiming to empower students with the knowledge, skills and dispositions necessary for active democratic citizenship. Grounded in the principles of SJCE, the article argues that history provides unique opportunities for fostering critical thinking, agency and a commitment to social justice. Through innovative pedagogical approaches, such as dialogic teaching and historical enquiry, history teaching can transcend rote memorization to critically engage with themes of inequality, resistance and societal change. By fostering empathy through historical narratives, such as the story of William and Ellen Craft, students can connect past struggles with contemporary social and political issues. The article concludes that integrating SJCE into history teaching can nurture reflective, active citizens capable of shaping a more equitable and democratic future.