This article explores the use of Critical Discourse Analysis in truth-telling in education research. I argue that without critical reflexivity Critical Discourse Analysis can become a means of reinforcing and reinscribing some of the same dominant discourses that we critique. Here I suggest the recognition that in the role of teacher and researcher we are also caught up in dominant discourses. As such we need to include our own discourse use (both teaching and writing) in our analysis and critique. In doing so we can more effectively use CDA for truth-telling. To illustrate I present two sample analyses from a social justice oriented action research course for secondary preservice mathematics teachers. I include my own use of discourse in the analysis both as the teacher of the course and then critique my written analysis of the same class.