Gender and Justice in Egyptian History Textbooks: Sustainable Development Goals and Human Rights Perspectives

Abstract

This study explores how Egyptian secondary school history textbooks represent gender and justice, in light of Sustainable Development Goal 4.7 and human rights values. It highlights the dominance of male-cantered narratives and the marginalization of women and diverse voices, which undermines inclusive and sustainable education. Using qualitative content and discourse analysis of textbooks for grades 10–12 (2024/2025), the study finds limited female representation and a narrow view of justice framed by nationalism and authority. It concludes that current textbooks reinforce traditional hierarchies and fall short of promoting gender equity, critical citizenship, and education for sustainable development.