Crossing borders, from geo-political, ethnic, racial, gender and ability related, to others, requires acknowledgement of the perception and presence of borders. It also requires the willingness to accept the individual discomfort that often occurs in initiating these journeys. Reexamining historical and personal narratives within this framework can uncover painful truths not yet confronted by many. Acknowledgement of these truths is critical in developing more inclusive classrooms, communities, and countries. This begins by how we teach our children, and how we present counter-narratives within the nationalistic environments which may exist where we live. This paper addresses the importance of supporting and encouraging higher education faculty, preservice teachers, public school teachers, and administrators as they begin and/or continue their personal and educational journeys towards a more just world. It examines techniques, tools, and teaching approaches that sustain this process. Furthermore, it discusses encountering resistance and how to move forward, hopefully turning that resistance into committed personal, institutional, and community based efforts to provide environments where all individuals can create meaningful, productive lives, and have opportunities to live to their highest potentials.