The purpose of this qualitative self-study was to investigate my own critical teaching practices in a freshman university classroom and to see what happened to my teacher identity when my curriculum and instruction focused on issues of social justice. Believing that "…the Eurocentric worldview is so thoroughly hegemonized in the United States…most teachers don't realize they are teaching from this limited point of view" (Malott, 2011, p. 8) and that a "Failure to understand differences, or to subjugate or reject other worldviews, leaves no alternatives to challenge one's understanding of the world [leading to] stagnation and increasingly unusable ideas in a fast-changing cultural environment" compelled me to take a close look at my own teaching practices and teacher ideology. To become aware of my own complicity in maintaining the status-quo (Lewison, Leland, and Harste (2015), I used a Values Coding system (Saldana & Omasta, 2018) to see what values, beliefs, and attitudes would emerge. I collected fieldnotes, created concept maps, composed vignettes, and engaged with critical friends for data collection. I composed found poetry, created emotional arcs, composed vignettes, and engaged with critical friends for data analysis. I used Kincheloe & Steinberg's (1993, 1997, 2017) postformalism as my theoretical framework. A postformal curriculum and instruction involves problem detection, uncovering hidden assumptions, noticing relationships and patterns, connecting logic and emotion, and attending to particularities. Findings revealed that I was largely unaware of the particularities of Generation Z. Not knowing and understanding the values of Gen Z resulted in moments of discomfort and pushback. Results also showed I value comfort and safety and I would make curricular adjustments so that comfort and safety would be a priority in my classroom. Furthermore, analysis revealed feelings are a valued way of knowing and resilience would be vital attitude to push me through uncomfortable and challenging moments. Working with Gen Z revealed the complexities of my teacher identity. Curricular implications suggest it is important to be aware of our complicity in maintaining the hegemonized, status-quo if we are to strive for fairness in our classrooms. Teachers should attend to students' particularities otherwise both groups run the risk of becoming angry, alienated, and sullen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]