In her 2019 address, Ann Marie Ryan, president of the Organization of Educational Historians, examines historical consciousness and educational spaces. Historical consciousness requires historiographical knowledge--coming to an understanding of history after considering multiple historical accounts and interpretations. Historical theorist Jörn Rüsen argued that historical consciousness allowed for learning "from the actions, ideas and mores of the past, recognizing how much things [change], yet still taking the past into account in facing the future" (Rüsen 1993, quoted in Seixas 2017, 596). The idea of historical consciousness and its relationship to educational spaces is critical to the field of educational history. When entering an educational space--a school, a museum, a community organization, or similar space--people inherit the histories of those places. They also shape the histories of those same places by the choices they make and the actions they take in the present and future. Teachers, administrators, parents, and community members therefore choose to pick up particular pedagogical practices and educational policies and choose not to endorse others (Ryan, Tocci, and Moon 2020). Exercising historical consciousness affords them the opportunity to engage in a rigorous critique of their pedagogical practices over time and place--all practices, even those that are cherished by many, but may be privileging some and marginalizing others--fall under scrutiny. In this examination of the past, they will undoubtedly need to frame new questions and reframe familiar ones to meet the challenge that historical consciousness demands in a post-colonial world.