In this study, a group of teacher educators converse about their teaching practice in light of a new provincial K-12 program of social studies. The most noteworthy feature of this new program is its explicit call for teachers to include Aboriginal and Francophone perspectives as they teach to the program's two central themes of “identity” and “citizenship”. I read teacher educators' conversations about their practice to identify a set of educational questions that I argue speak both to and beyond this specific programmatic context. These questions concern whose expectations should guide teacher education practices, the relevant role of dis/comfort in education, and the ways in which a “politics of clarity” shapes a particular understanding of both curriculum and practicality in the work of teacher educators.