In this critical autoethnography, I discuss and critically reflect on some of my personal identities, specifically being a white, queer woman in the Deep South of the United States, that inform how I interact with the world and my students. I then discuss how the interplay of these identities has led me to particular pedagogical strategies for teaching social justice. In particular, as a white scholar, I seek to decentre whiteness in my teaching. To this end, I ask students to reflect on their own intersecting identities to create empathy and perspective, to investigate the experiences of others to create understanding and ultimately to plan and implement actions that disrupt systems of power and oppression. I conclude this piece with opportunities for action, particularly when working with educational leadership students.