The core empirical basis of this paper is based upon my recent participatory action research case study, sponsored by my university, conducted in a rural school in one of the most disadvantageous districts of Sindh, Pakistan. The paper argues that the current climate in most of the schools across the country reflects "apathy" and "ignorance". Although substantial initiatives have been taken by the education-sector reforms, all efforts tend to be diluted in improving quality and access to education, particularly in rural areas. One of the obvious reasons for not achieving maximum impact through these reforms is that, mostly, they are driven from external efforts, which themselves are subject to strong criticism. This paper explores how a teacher educator may empower a rural school by engaging key stakeholders in therapeutic enquiry, utilizing "Great Conversation" as an alternative pedagogy for school improvement and reforms. (Contains 1 figure.)