This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor of tasseography as a critically analytical practice to consider the impact of Tea Party politics on higher education teaching pedagogy. By considering forces that help to construct and frame certain forms of student ideology, particularly Tea Party rhetoric, tasseography emerges as a way to read the sediments of popular discourse. The philosophy and practice of tasseography provides a means to interpret, understand, and analyze the significance of the Tea Party for post-racial resistance to teaching, deconstructing its relations of power and racist ideology. As such, tasseography as a critical practice can offer ideas and solutions around creating and sustaining progressive classrooms. Progressive classrooms are spaces for critical consciousness to flourish. Critical consciousness encourages students to link real life situations with critical thinking and theorizing rooted in transforming student and social inequality. (Contains 37 footnotes.)