This essay explores the institutionalized master narrative of public institutions and how the mandated policies enacted by public institutions impact social studies teachers when they are delivering instruction to their students. A socio-transformative constructivist framework guides the essay in order to affirm that knowledge is socially constructed and mediated by cultural, historical, and institutional contexts (Rodriguez, 1998; Rodriguez & Berryman, 2002). This essay also examines how educators can go beyond the teaching of their course curriculum to enact change at their campus and district. Also, this essay examines how district leaders can support teachers who want to be social justice change agents.