Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites for such discourse. In particular, the teaching methods course is where candidates are to acquire tools to take up such issues. Success of justice agendas depends on the receptivity of individuals to engage in ways that are critical, substantive, and above all authentic. But what challenges present if receptivity is feigned? In this paper, we describe encounters with the phenomenon of performative wokeness and how it threatens justice agendas.