This paper is an exploration of the ways in which power is enacted and reproduced within the academy, as well as a consideration of possibilities for growth at both the personal and the institutional levels. The authors worked together in an academic setting. One of the authors is a tenured faculty member, and the other two authors were staff managing the graduate program and its practicum education stream. Using individual and collective auto-ethnography, as well as critical grounded theory approach to data collection and analysis, the authors suggest a theory of growth that is rooted in the margins of love, solidarity, and praxis.