In this article, I explore how a group of Spanish students, (aged 11–19), and some of their teachers, understand ‘radical participation’ teaching and learning within the social studies education. I analyze, from an in-depth and critical approach, open questionnaires, interviews, and focus groups, the ways in which they interpret ‘radical participation’ and how they propose ‘radical participation’ be taught. The results suggest that ‘radical participation’ can be taught by: (a) deconstructing the concepts of power, participation, and politics; (b) empowering the students with the communication and critical thinking skills they require to participate; (c) establishing clearer links between schools and society and engaging students with current social movements
