Curricular reform in South African schools, as initially encountered through outcomes based education (OBE), and most recently in CAPS, has been criticised and interrogated, if not for its epistemology, then for its political desirability. While justifiable questions were and continue to be asked about the pedagogical adaptability of teachers to their new roles as facilitators of pre-determined outcomes, the same has not been said, or asked, about the preparedness of teachers to teach democratic citizenship education. It is necessary, therefore, to consider how prepared teachers are to teach and cultivate the principles of democratic citizenship education. Second, what considerations should be given to teacher identity in relation to democratic citizenship education? And third, how might South African teachers begin to take account of their identities and narratives, so that they might be placed to participate in teaching democratic citizenship education? In response, I argue that the contested nature of teacher identities makes possible particular contributions to democratic citizenship and democratic education, which are necessary for teaching democratic citizenship education.