This essay explores the implications of new managerialist policies entwined with right-wing ideological challenges for social justice teaching in higher education. We engage with reflexive memos of our experiences as social justice teacher educators and scholars, placing them in institutional and political context, to frame an analysis of how increased calls for faculty accountability to legislators, administrators, and the public, coupled with an increase in surveillance of faculty practice, threaten to undermine social justice work in higher education. By weaving personal narratives into our analysis, we aim to hold together the broader sociopolitical context and the complexities of our individual everyday lives as faculty members, interrogating the nuances of growing inequalities in ways that can contribute to their undoing. We raise questions about the implications of these processes for our own work, for our students, and for the children they will one day teach.