In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions about power and subjectivity. In this sample of articles, teachers were more likely to be positioned as unable to engage in critical pedagogy than they were to be positioned as able to engage critical pedagogy. Given these findings, I argue that critical pedagogues reconsider how teachers are discursively produced in research articles and insist on a more nuanced understanding of teacher education students.