Historical Non-Fiction as a Pedagogy: Engaging Learners in Source Analysis

This article explores how historical non-fiction can serve as a transformative pedagogical tool to teach the distinction between primary and secondary sources while fostering historical literacy and critical engagement among disengaged learners. Situated within a grounded theory framework and complemented by Van Manen’s phenomenological–hermeneutic approach to reflection, the research focuses on a single grade-nine student who initially perceived history as a rote, unengaging subject. Through a carefully curated classroom intervention using The Diary of Anne Frank, the learner was exposed to the multifaceted process of historical interpretation, which gradually nurtured interest, source discernment, and the capacity to construct historical arguments. This qualitative, single-case classroom research highlights the interplay between narrative engagement and disciplinary understanding, emphasizing the value of learner-centered teaching practices. While grounded theory allowed for conceptual emergence from the data, Van Manen’s reflective model illuminated the lived experience of teaching and learning, transcending traditional outcome-based pedagogy. The article addresses methodological concerns, such as generalizability, while advocating for deeper integration of narrative-driven resources into history curricula. The findings suggest that non-fiction narratives can shift learner perceptions and build source literacy, thereby redefining the role of the history teacher as both facilitator and co-inquirer. This approach provides a viable model for classroom innovation and opens pathways for further research across disciplines.