Teaching for Social Justice and Approaches to Citizenship Education in the Social Studies Classroom

This study responds to lack of research regarding social justice education and approaches to citizenship education within elementary classrooms in Ontario. The study, which was completed through the interviewing of three classroom teachers, focuses on theoretical aspects of teaching for social justice within the context of citizenship education, and subsequent implications for students’ perceptions of self and teacher practice. Particular attention is paid to teachers’ conceptions of citizenship and citizenship education, the impact of social justice content integration, pedagogical practices, and institutional influences. This qualitative study highlights how the ambiguity surrounding conceptions of citizenship has created a scenario in which teachers are able to integrate their own social and political beliefs within the delivery of Ontario’s Citizenship Education Framework. Avenues for further study are offered, particularly within the area of the ethical teacher