The purpose of this paper is to explore the difficulty many critically prepared educators and leaders experience when wanting to translate their social justice knowledge into everyday social justice practices. Even though these individuals are critically conscious and want to critically act, many become overwhelmed with the enormity of the neoliberal crisis, tend to fear actually acting against or speaking up in the face of injustice, and may become cynical in terms of even believing in the possibility of any type of educational and social transformation. To address this reticence, the postmodern and posthuman concepts of liquid modernity (Bauman, 2006, 2007) material feminisms (Barad, 2007,2008), care of the self and parrhesia (Foucault, 2001, 2005, 2011) were presented to educational leadership doctoral students as ideas to explicitly challenge their issues of fear and cynicism. Findings suggest these are important concepts that may assist critical educators in extending their critical knowledge into everyday social justice action.