This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: "Creativity, Collaboration, and Community." The author deconstructed "community" to consider its composition of forces that simultaneously include and exclude. Focusing on the tensions between the inclusionary and exclusionary forces within community was the entry point for examining how difference, equity, and access operate within classroom and school communities. As a teacher educator and an educational ethnographer the author hoped to further develop her understanding of how to teach, translate, and engage educators in critical discourses in education in ways that would impact their practice in their own classrooms.