This article introduces critical dialogue exercises, a pedagogical practice that links contemplation, rhetorical listening, and writing with directed storytelling in an effort to raise student consciousness about potentially oppressive histories embedded in our everyday language practices and to encourage social justice oriented discursive action. Drawing upon participant feedback collected over the past four years, the author presents five learning outcomes of this contemplative activity: broadened understanding of personal belief systems and values, heightened awareness about differently situated lived experiences, greater consciousness about personal bias or the making of assumption, increased feelings of comfort and belonging within the classroom, and greater likelihood of personal activism.