In this critical postmodern narrative study, I explore with my participants their decision making process/es around social equity issues (race, class, gender, social class, sexual identity, religion, etc.) in their teaching. The purpose of this study is to facilitate a closer examination of this important decision making process--when and how to address social equity issues in one's teaching. How do teachers respond to opportunities, planned and unplanned, to foster, exclude, or silence social equity dialogue in their pedagogy? My participants were Oklahoma teachers currently or recently in-service in an elementary setting who exhibit strong autonomy as defined by Kamii (1991) and commitment to social equity education as determined by a participant questionnaire. Participants were recruited through expert referral and ListServ recruitment. Then through two semi-structured interviews, I collected my data and constructed participants' stories holistically in realist tales (Woodbrooks, 1991) as my first stage ofSchool of Teaching and Curriculum Leadershi
