To meet the demands of the twenty-first century, teachers of citizenship and social studies are tasked with educating students about histories that are not visible in traditional, linear, universal capital-H "History" -- the history found in the educational curriculum, textbooks, media culture and, often, museums. These narratives normally center the adult, white, western, European, Christian, heterosexual, able-bodied, and upper-class male. This case study discusses the development and implementation of an action-research project aiming to counter such hegemonic narratives by engaging teachers-in-training and their classroom students within a local museum setting. Forty-nine students in a professional teacher-training program in Malaga, Spain engaged in explorations of socially relevant themes linked with key artifacts in a local museum. They then worked with 50 elementary-level students to explore and develop dramatic presentations to highlight alternative, "other" narratives absent in the interpretation of the local museum. This article describes the pedagogical approach, termed "Didactics of Otherness in the local museum," including its theoretical groundings and working principles for employing the practice. To the authors argue for strengthening interconnections between formal education and non-formal education, and demonstrate their necessary fusion for critical, creative, empathetic, and committed citizenship education.