In this article the author shares a critical reflection of his work as a teacher educator over the last five years teaching in both public and private universities in the U.S. Midwest. The author reflects on his work in a class called "Diversity in Education" over the course of two semesters as a way to trace the genealogy of a course that has emancipatory intent. The implications (tensions and contradictions) for this type of course in teacher education are discussed as are why critical pedagogical approaches and liberatory ways of thinking and knowing are fundamentally essential to and ethically necessary in teacher preparation. The author concludes by offering a pedagogy of resilience and radical hope that is fundamentally premised on the idea that intellectual work is meant to be liberationist, and the desire to connect teacher education to a larger political struggle.