This paper examines the challenges of fostering anti-oppressive education within teacher preparation programs. The paper argues that student resistance often stems from a psychological adherence to the familiar and a fear of disrupting deeply held self-concepts. It explores the instinct to defend preconceived ideas against perspectives that unsettle an established worldview - a phenomenon rooted in the ego's protective mechanisms. The paper delves into the intricate interplay between psychological defenses, societal conditioning, and the difficulties of nurturing critical consciousness within educational frameworks. It highlights how personal identities, shaped by societal norms and implicit messages, influence perceptions of reality inciting resistance to challenging narratives as a defense against identity disruption. However, these psychological barriers, while deeply entrenched, are not insurmountable. The paper argues that fostering conscientização, a critical consciousness capable of discerning and dismantling oppressive narratives, requires a journey into the subconscious. By leveraging psychoanalytic pedagogy, educators can help individuals confront and transform the internalized narratives that bind them, empowering them to reclaim agency, reimagine their identities, and contribute meaningfully to societal transformation.