This book examines dominant discourses of globalisation and history education in schools and their impact on democracy, equality, social justice, and human rights. It explores how historical narratives shape societies? political and cultural evolution over time and how critical understanding of these narratives reinforces cultural identity. Drawing on Bruner?s meaning-making process and constructivist approaches, the book argues that history pedagogies grounded in transformational paradigms can create meaningful learning experiences that define identity and belonging. The book calls for building critical literacy in students, enabling them to critically examine different historical accounts and distinguish history class learning from representations in films, various historical texts and artifacts. It encourages critical appraisal of diverse worldviews and offers different ways to reconstruct and re-imagine history education pedagogy and its connection to social justice, democracy, and equality.