Civic education plays a central role in addressing the diverse needs of learners. Implementing inclusive civic education requires participatory approaches and methods that involve students as active co-creators of their learning experiences. From a civic education perspective, emphasis is placed on fostering perspective-taking, encouraging critical engagement with controversial issues, and addressing life-world-orientated questions. Reflective spaces that value students' experiences and opinions help cultivate an inclusive learning environment - one that not only embraces diversity but also regards it as a strength and source of enrichment. In the planned lecture, this understanding of education will be concretized using the approaches of subject-oriented civic education and critical race theory. The examination of an understanding that is initially critical race theory can provide a (conceptual) set of tools for the analysis of political, social and cultural conditions. Finally, the subject-oriented perspective understands here research starting from the standpoint of the subject while simultaneously taking into account the social conditions as they manifest themselves mediated as meanings in the lifeworld of the subject. Following on from this, the planned lecture will provide insights into the findings of a completed PhD project. In two empirical studies, subjective conceptions of racism were analysed from the perspective of 110 student teachers at the University of Vienna. These conceptions are both the starting point and the outcome for learning processes. The preconcepts analysed in the empirical studies were linked to form supra-individual basic thematic patterns. Empirically justified, theoretically reflected, and professionally theoretically connectable subject didactic impulses were elaborated in order to develop new spaces of possibility for Civic Education as a Key to Participation and Transformation.