What does it take to create an educational environment committed to social change? What is the role of the teacher in this process? The researcher? Education offers a radical hope of learning for freedom over conformity. Still, this form of liberatory education can only occur through consistent reflexivity that critically examines systems of oppression -- something that is often lacking in our White, patriarchal educational system. How teachers are socialized as undergraduates directly informs their understanding of the profession and their ability to enact change. Utilizing critical educative inquiry, this study seeks to understand the ways in which Whiteness shapes pre-service teachers' learning for critical consciousness development. Pushing back against hegemonic systems of White supremacy and patriarchy, this study embraces love and collectivity in the research process. Methodologically, this study seeks to disrupt traditional notions of the relationship between student and educator, researcher and researched, to explore the role of research as a consciousness-raising endeavor. In examining the role of Whiteness in co-curricular spaces with participants -- students whom I love and value, I hope to identify the opportunities for critical consciousness in teacher education and highlight how methodology serves as a tool for critical consciousness development. Ultimately, through studying holistic education, this study expands our current understanding of the relationship between curricular, co-curricular, and noncurricular learning spaces in teacher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]