In a time of political turmoil in which both women (#MeToo) and black people (#BlackLivesMatter) are fighting to be heard and recognized, it is worthwhile to look at the past to perhaps uncover new narratives that can give direction. Citizenship Schools provided a way for civil rights activists to civically engage individuals who were previously civically uninvolved because of race (Clark and Blythe 1962). Unfortunately, educators and historians have typically attributed the pedagogical and educational philosophies of Citizenship Schools to the founder of Highlander Folk School, white Appalachian educator Myles Horton (Glen 1988; Jacobs 1997; Hale 2007). I argue this attribution is unfortunate because it too quickly ignores pedagogical contributions to Citizenship Schools made by black women and men. Over the course of this paper, I demonstrate some of these contributions, arguing that contemporary discussions of critical pedagogy can draw lessons from them. In effect, I hope to provide a revisionist history that is more appreciative of the contributions of minoritized individuals to Citizenship Schools. Revisionist history is a theme of Critical Race Theory (Delgado & Stefancic 2012, 24-25). I use it here as a valuable methodology for recovering stories that risk being lost when most history focuses on majoritarian accounts. To achieve this revision and center minority histories, I first give some background on Citizenship Schools and those involved with their founding. Then I link these histories to a specific tradition of early black American communities. I show how these traditions were manifest in the success of Citizenship Schools. And finally, I conclude with an analysis of a curriculum used in Citizenship Schools in order to demonstrate how the pedagogical traditions of teacher-activists might create pedagogy for cultural change.