Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientization calls based on personal experiences and observed inequities affecting minoritized populations in U.S. and Latin American contexts. This article makes a call to promote educational equity by helping privileged pre-service and in-service teachers by using, as pedagogical tools, conscientization calls they might have received throughout their lives.
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