Implementing deracination and the Detached Intellectual Space (D.I.S.)--components of a developing critical thinking pedagogy termed "decritique"--offer a more critically reflective alternative to classroom peer-review activities that mistakenly focus on a "notion of caring." Working within a theoretical framework drawn from Derrida and Bakhtin, deracination is a consciously critical stance taken by a deracinator, whose task is to act as an agent provocateur in critiquing a piece of student-produced writing. A crucial accompaniment to deracination is an agreement from both students and instructor to operate in what the author of this paper has termed the "Detached Intellectualized Space" (D.I.S.). Because many students perceive the nature of critical inquiry to be hurtful or rude (Brookfield and Preskill 27), deracination requires a conscious decision to desensitize responses and an agreement not to take criticism personally. To use Derrida's term, the D.I.S. is a borderless space in which instructors allow their minds to enter rather than their feelings, and a place where they are free to temporarily rescind their ideological truths without fear or consequence. Initial observations of deracination and the workings of the D.I.S. indicate that this methodology engages students in reflective, critical thinking about their writing and their own thinking in the production of that writing. (Contains 3 tables and 3 notes.)