In this article the author expresses a concern that teacher educators are sending teacher candidates ill-prepared into their classrooms to navigate diversity and to open controversial issues in their own classes. The author calls for the increased inclusion of critical theories in teacher education as an important move, especially when neoliberal attacks on the teaching profession aim to regulate and standardize it (Hargreaves and Fullan 2012). However, although critical discourses aim to expose injustices that are embedded in social structures and language, they can result in new mental forts. It is the viewpoint of the author that the biggest challenge does not lie in exposing teacher candidates to critical theories, but in finding pedagogical tools that could translate critical discourses into an inclusive dialogic class space, rather than to increase the silence and "Othering." Marom writes here that teacher educators are required to think about what educational platforms will succeed in getting participants from diverse social locations, with their situated histories and political commitments, to engage in conversations about what it means to experience the world differently, and what it means to be together in this world.