The ethos of higher education institutions is entrenched in a core of principles, values, and goals that demarcate their contribution to bolster knowledge, inquiry, research, and a broader understanding of the human condition. Furthermore, universities embrace individuals from various socioeconomic backgrounds, ethnicities, geographical regions, gender identities, and language groups who reconfigure the prototypical canonical discourse. The aforementioned framework epitomizes the foundation for the four chapters wherein the focus is on “Critical Pedagogy in Librarianship: Decolonizing the Curriculum, an Annotated Bibliography: Themes and Sample Resources, Myth and Reality in Librarianship, and a Collection on Social Justice and Inclusion Competency in Librarianship.” These intersecting essays link together the significance of the graduate curriculum to enhance critical thinking processes through the lens of feminist pedagogy, cultural competence, and social justice in librarianship. This project endeavors to underpin the importance of increasing venues of dialogue amidst schools of information and library science and librarians.