This thesis presents the findings of the critical cognitive activity Historic Space as a transformative instructional strategy in high school history education. Drawing on transnational feminist theory, poststructuralist deconstruction, and current work on historical consciousness, a small sample of upper-level high school students from a variety of Toronto high schools completed two interviews based on conceptual learning strategies, such as Concept Formation and Concept Mapping. The purpose of this research was to see if students were able to think about history conceptually and spatially, and if they could, would learning history in this manner make it easier for them to talk about social injustice. The results of this thesis are promising and show that history education can have transformative potential if students are presented with instructional strategies that build their confidence and give them opportunities to make their own conclusions about contentious subject matter.