In this article we examine two methodological façades of clarity that commonly shroud critical qualitative educational inquiry. More specifically, we interrogate discussions of reflexivity and positionality and explore the ways in which methodology curricula and instructional practices perpetuate façades of clarity, or a false sense of coherence, ultimately undermining the transformative potential of critical educational research. We identify specific pedagogical opportunities, spaces, and strategies for dismantling these façades and offer ways to reconstruct methodological practices congruent with the emancipatory and empowering aims of critical scholarship.