In many institutions of higher education across the land, a resounding cry for reform echoes loudly, disrupting thriving projects and well-constructed programs. When our college's reform agenda left us little space for critical pedagogical interactions with our students and colleagues, we intuitively stepped away from the ashes of what we had known to engage in discussions that brought to light the critical processes of justice in education, not only for our students, but also for ourselves. We constructed guiding questions for our exploration to critically reclaim our professional lives: 1.) What insights can be gleaned from our experiences with reform in higher education for teacher educators who are confined by "reform" oriented, outcome-based educational cultures? 2.) What might our own interior narratives--woven with the writing of others--tell us about which characteristics and practices can potentially inform a more holistic critical pedagogy? We drew from writings on spirituality in education and Palmer's classic myth of objectivism for generating narrative and constructing thematic insights. We noted the need for increased, new spaces to rebuild an integrative critical pedagogy and wrote into particular loss-related happenings to reclaim spaces for critical thinking. Our narrative portrays our processes and discoveries--our tales of interiority--through collaboratively interweaving our individual meaning making with the voices and wisdom writings of others. The current writing grows out of the scarring and pain of the moral struggles over several years, yet builds on the belief that these experiences will encourage others with a message of hope to create new images that can move through intellectual time and space to open new integrative critical pedagogical interactions in education.