This thesis assesses the process and personal experience of volunteer guide training at Montreal’s McCord Stewart Museum.  The McCord’s mandate has changed from honouring David Ross McCord’s objective of establishing “an Indian museum” to endeavoring to be “an agent of change for a more just society.” This is indicative of an activist trend among social history museums which are moving towards a more social-justice oriented approach, decolonising, empowering people, and supporting participatory democracy. In this context, the role of museum guides is changing from a monologic, lecture-based one to a dialogic approach in which guides are expected to interact with visitors who often come with their own perceptions. My study documents how the McCord's changes have resulted in substantial revisions to its volunteer guide training program.  This has evolved from script-based teaching emphasizing a museum's collection to the methodologies of 'new museology' that promote skills in participation, learning, and tolerance. My preliminary data reflects the changing expectations of guides in social history museums more generally, with a particular focus on how guides can create emotional engagement for museum visitors.   My discussion draws on my field notes as I trained to be a volunteer guide and interviews with individuals involved with the McCord’s guide training program.  While most volunteer guides resigned when the McCord closed during the Covid pandemic, which began in March 2020, my interviews indicate that several factors led to their leaving, including changes in the McCord's approach to training while recasting itself as an 'activist museum'.