A novel process--"dialogic cartographic narratives"--is introduced as a method for facilitating faculty members' understanding of their own privilege(s) and their complicity in maintaining systemic injustices in higher education institutions. The process involves critical interrogation of life stories and privileged identities over time and geographic spaces, conceptualizing one's role in both enacting and thwarting transformative social change. Two faculty exemplars of cartographic narratives of privilege(s) are shared, along with resonant responses from other co-author participants. Implications and recommendations are offered for applying this reflection process in facilitating faculty members "be(com)ing" critically conscious agents of transformational institutional change.