Beginning in the early 20th century, the role of citizenship as an organizing concept has been significant in the teaching of social studies. The central aim of the social studies was the production of "good citizens," and the main focus of the Alberta social studies curriculum has ultimately become developing "responsible" citizenship. While citizenship has always been the raison d'être of social studies, identity has also played an important role in the formation of young citizens. The author's aim in this article is to explore how and in what ways multiple perspectives can be read in the context of the Alberta Junior High social studies curriculum. After examining the evolving concepts of citizenship and identity from the 1970s to the 1990s, she undertakes a postcolonial reading of the forthcoming Alberta social studies curriculum.