In this article, we reflect on pedagogy we implemented to help teachers enact praxis in their classrooms. We explore how our own classroom spaces inadvertently reified banking education and ways we can disrupt the "schoolishness of school" in teacher preparation. We share a series of reflective vignettes from each author followed by a collaboratively written discussion with hope that readers will also explore their culturally relevant instruction and guide teachers to go beyond awareness of students' ethnic and cultural diversity to achieve authentic commitment to educational equity and justice.