Reframing Critical History Pedagogy: A Meta-Ethnographic Synthesis of Classroom Practices and Student Responses

This meta-ethnography synthesizes empirical classroom-based research on critical history pedagogy (2000–2026) to examine instructional practices and student responses. Findings reveal three pedagogical foci: recognizing power structures, affective engagement, and student flourishing. We highlight tensions and possibilities that reframe how critical social studies education might evolve in the present political moment.