This article critically engages with Philip Pettit's civic republican theory, particularly his account of what it takes to realize non-domination in society. Despite providing a comprehensive analysis of the institutional prerequisites for realizing non-domination, Pettit surprisingly overlooks the critical role of education in achieving this goal. Pettit's neglect of republican education has been widely criticized, and a growing body of literature seeks to develop a civic education theory suitable for civic republican purposes. While there is considerable disagreement in the literature regarding the content and methods of republican education, almost all consider its scope restricted to the pupil's education. Pettit's insufficient understanding of domination's ill effects constrains our ability to envision a comprehensive educational response. In contrast, the republican tradition provides more substantial reasons for condemning domination and a richer account of the harms of domination, including a detailed account of the pervasive moral, developmental, and psychological harms. By drawing on women republicans of the 18th century (Mary Wollstonecraft, Sophie de Grouchy) and contemporary feminists (I. M. Young, and others), the article aims to establish the case for rehabilitative education, utilizing Tostan (an African-based NGO) as a model for its pedagogy and implementation. Such reconstruction requires challenging core tenets of Pettit's theory, such as his dismissal of positive liberty, the limited role he assigns to civil society organizations, and how he envisions the politics of republicanism. Hence, by revisiting and taking issue with Pettit's republicanism, the article advocates for rehabilitative education programs to overcome domination and envisions a more engaged and grassroots political framework for the politics of republicanism.