Educators are always reminded that the act of teaching and learning has to be purposeful and highly relevant to all individuals and groups within particular societies. However, societies are highly complex, and they are traversed by varied categorical groupings based on individual and group identities. Taylor contends that categorical identity groupings have become current social realities. Hence we, as educators, cannot avoid the meaningful recognition of such social groups to mobilise relevant, accessible and purposeful educational experiences for all. As we recognise and acknowledge the categorical groups, we construct images of society by positioning these groups in particular ways. We draw upon our images to further engage in our pedagogical acts, as each image advises us how we conduct our role as educators. Thus, images of society held by us as educators become our discursive choice. In this paper, I outline the conceptual underpinnings of some of those discursive images; and I propose that identifying the conceptual relationship between educators' images of society and their choice in educating groups is critical for the act of education to become socially just and equitable.