Why does a divide exist between scholars of critical education and teachers unions and how might it be bridged to develop a more robust, mutually beneficial relationship? In this article I explain why supporters of critical education have a huge stake in the transformation and regeneration teachers unions and describe how critical education might, in turn, support teachers unions to develop a new grammar and vocabulary to discuss education. The paper concludes with discussion of pedagogical implications of unions educating members about the injustices and contradictions of capitalism. It contrasts this pedagogical and political approach with the expectation that union members will agree with a critical perspective or adopt critical pedagogy.