This study seeks to introduce what we call "recognition-based pedagogy" as a conceptual frame through which teachers and instructors can collaboratively develop educative experiences with students. Recognition-based pedagogy connects the theories of critical pedagogy, identity politics, and the politics of recognition with the educative experiences of students. Helping teachers understand and implement recognition-based pedagogy is essential to developing democratic and inclusive educational contexts. A case study of a group of teacher candidates demonstrates how pedagogy focused on recognition of student assets can be utilized to create the type of recursively elaborative experience that help future teachers come to value students' intellectual, social, and political experiences. Having experienced deficit, teacher candidates come to understand the impact of the deficit perspective.