Abstract
In this chapter, we address how who we are as instructors/facilitators is central to social justice education. We explore how our own social identities and dominant and subordinated statuses affect the way we engage with learners and the critical self-knowledge we need to be effective social justice educators. We consider our biases, interpersonal styles, how we handle conflict and group dynamics, issues of competency and authority, and the role of institutional and community support. Quotes and examples from a variety of social justice educators articulate the importance of critical self-knowledge in addressing challenges that arise in various circumstances.