While the call for teacher education students to learn about their students' family and community lives remains urgent and compelling, educating teachers about the Other is tricky business. In this article I discuss the use of two performed ethnographies, "Harriet's House" and "Ana's Shadow," to provide opportunities for teachers to learn about Other people's families in ways that work against presenting a singular, dominant narrative of the Other's experiences and positioning Other students as experts. Although the outcomes from educating teachers about Other people's families are unpredictable and do not always disrupt the prior, potentially harmful, knowledges teachers bring with them to teaching, I argue, along with Kevin Kumashiro, that ongoing labour to stop the repetition of harmful knowledges is important anti-oppressive educational work.