Purpose: This paper aims to discuss the seepage of current national discourses into the fabric of university classrooms. The authors describe their experiences navigating politics and accompanying discourses in their undergraduate and graduate courses at a rural Midwestern university in the USA. Their narrative provides a socio-historical context in response to events related to the 2016 presidential election. Design/methodology/approach: The authors situate their cultural and linguistic identities within a critical race theory framework and unpack discourses of privilege that "other" students and families from nondominant communities. They highlight promising practices that challenge the status quo, creating opportunities for critical teaching and reflection. Findings: Teacher educators are called on to engage pre- and in-service teachers in practice-based pedagogies and inquiries around authentic issues that present possibilities for transformative social change. Originality/value: This narrative addresses teaching in contentious times and reflects on transformative practice to engender critical hope.