• Dr. T. GNANAVEL

This article traces the historical development of education for social justice, equality, inclusivity, and global citizenship from the postwar codification of education as a human right through anti-caste and anti-colonial educational movements to the contemporary global citizenship education agenda. Drawing on the 1948 Universal Declaration of Human Rights, B. R. Ambedkar's anti-caste critique of educational exclusion, Gandhi's scheme of Basic Education, Paulo Freire's critical pedagogy, and James Banks's and Martha Nussbaum's contributions to citizenship and cosmopolitan education, the article argues that contemporary global citizenship education is best understood as the most recent articulation of a much longer and layered historical struggle over the social purpose of education, rather than as a distinctly new preoccupation. The article concludes that recognizing this historical genealogy clarifies both the continuities and the genuinely new challenges facing contemporary educational policy in this domain.

education for social justice; inclusive education; global citizenship education; Ambedkar; Nai Talim; Paulo Freire; history of education

"Education for Social Justice, Equality, Inclusivity and Global Citizenship A Historical Perspective", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 9, page no.c718-c721, September-2026, Available :http://www.jetir.org/papers/JETIR2609278.pdf

"Education for Social Justice, Equality, Inclusivity and Global Citizenship A Historical Perspective", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 9, page no. ppc718-c721, September-2026, Available at : http://www.jetir.org/papers/JETIR2609278.pdf