Building on the Inquiry Design Model (IDM) developed by Kathy Swan, John Lee, and S.G. Grant as an instructional articulation of the C3 Framework, Ryan Crowley and LaGarrett King suggest that teachers engage in a critical inquiry when addressing injustices. They recommend teachers accomplish this by designing inquiries that question systems of power and oppression, center the perspectives of oppressed or marginalized people, and ask students to take tangible steps toward redressing the injustices they study. The present article emerged from the authors' own struggles as teacher educators working with teacher candidates to design critical inquiries and use discussion as a means to facilitate students' engagement with inquiry. They offer three frameworks for discussing controversial public issues: (1) deliberation; (2) civic litigation; and (3) counternarration. The authors recommend choosing the discussion format that fits best with the pedagogical goals of the inquiry and the realities of the classroom where it will be taught and have provided a decision tree as a tool to help educators strengthen the inquiry design process.