In advancing the struggle for social justice in education, we often advance an anti-racist praxis in our classrooms. However, students, teachers, and others trying to make sense of our praxis--oftentimes well-intentioned in their queries--will ask "why are we always talking about race?" and "why do we only present one perspective and one position (a "liberal" one) in this class?" These questions are relevant and require us to clarify what exactly are we doing in critical educational studies? As a former K-12 teacher, an instructor of Urban Education, Multicultural Education, and as a critical educational researcher, I seek to ask--and answer--three questions pertinent to critical educational studies: (1) What does it mean to study Urban Education? (2) Why do we focus on race and racism in social justice work, and why not just focus on class? (3) Why do some people attempt to equate critical educational studies with left-wing propaganda? I begin by examining the difference between education and pedagogy in order to advance a definition of critical educational studies, and then advance claims to answer the aforementioned questions. I close the piece by providing three points of consideration in our educational praxis as well as concluding reflections around responsibility, education, and our trajectory for the future.