Social studies educators have long advocated using history and the social sciences for the development of citizens. However, vigorous debate continues over what kinds of citizens are needed and who should decide. Where does this leave us as social studies teachers and scholars? And where does it leave our students? In this paper, I argue that teachers need to develop their own philosophies of citizenship education. We can no longer wait for others--vested in systems of power and privilege--to determine what needs to be known for the well-being of students, the good of society, or the health of the planet. However, developing a personal philosophy does not mean that anything goes. I identify additional factors that must also be considered as we reclaim our rights as transformative intellectuals.