Loading...
A tradition of dissent: Integrating social justice-oriented citizenship education through history teaching in secondary schools
Egan-Simon, Daryn
Egan-Simon, Daryn
Citations
Altmetric:
Advisors
Editors
Other Contributors
Affiliation
EPub Date
Publication Date
2025-09-24
Submitted Date
Collections
Files
Article - AAM
Adobe PDF, 293.1 KB
- Embargoed until 2026-09-24
Other Titles
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.
Citation
Egan-Simon, D. (2025). A tradition of dissent: Integrating social justice-oriented citizenship education through history teaching in secondary schools.
Publisher
Intellect
Journal
Citizenship Teaching & Learning
Research Unit
DOI
10.1386/ctl_00181_1
PubMed ID
PubMed Central ID
Type
Article
Language
en
Description
© [Intellect Ltd, 2025]. The definitive, peer reviewed and edited version of this article is published in [Citizenship Teaching & Learning, 20, 2, 231-247, 2025, https://doi.org/10.1386/ctl_00181_1].
Series/Report no.
ISSN
1751-1917
EISSN
1751-1925
ISBN
ISMN
Gov't Doc
Test Link
Sponsors
Unfunded