The worlds we inhabit tell stories, stitched into the material and symbolic representations of the past that comes to define the features of our places. These stories are never neutral, anchored as they are in the intentional (re)presentation of a racialized white, masculine, and settler story as "our" story. Indeed, space, as an ostensibly neutral platform for storytelling, is called into service of settler-state anxieties to write itself into every (spatial) corner of our lives. This paper takes up this issue by theorizing how the street naming practices of settler communities write into everyday life a settler collective memory that, as a consequence, both shapes space into (settler) place and powerfully intervenes in individual (student) geographic consciousness. By way of vignettes woven throughout theoretical considerations as examples of everyday encounters, I unpack what it means to think of the language of invaded place with greater critical intention as an example of how walking through space can become a pedagogical method, with a focus on detailing what it might mean to support learner engagement with the names that make their communities coherent and media of normalized colonial memory.