This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways. Based on an ethnographic study, conducted in a foundational course for pre-service teachers, that explored the pedagogical practices of a teacher educator committed to a social justice-based critical pedagogy, analysis of classroom interactions revealed the following disruptive teaching practices: providing spaces for creative explorations, a focus on community building, and using secular mindfulness practices.