This self-study is an investigation into the teaching of inclusion, equality and social justice to student teachers in the last year of their initial teacher education programme. Issues related to diversity, difference, equity, discrimination, and injustice have no easy answers and often implicate us personally, at least partially, in the injustices we uncover. They are often deeply felt and can be uncomfortable and unsettling to confront. Yet learning about them requires such a confrontation. The effects of learning more about inclusion and injustice are hard to ascertain. The kind of knowledge gained is wisdom and understanding rather than information (Lyotard, 1984), so it cannot be easily measured. Moreover it is notoriously difficult to measure attitude changes. This is the context in which four lecturers undertook to teach students a module called 'Understanding Disaffection, Raising Achievement and Enabling Inclusion' with the by-line 'We don't erase difference; we embrace difference'. The main research question for the self-study was: (1) 'What effect did our teaching have on the students?' The study confronted two further problems that have proved difficult in previous research: (2) how to investigate the effects on the students of teaching for justice; and (3) how to work collaboratively with colleagues in investigating our own collusions and resistances with respect to injustice. The three different but interconnected issues raised in the paper are explored using a thematic analysis of the various sources of data. The paper is intentionally exploratory, so the themes emerge from the data rather than being imposed on it. So in relation to question (1) the data indicates what the students and staff perceived as the effects of the teaching on students' understanding of the issues raised. In relation to question (2) the paper includes a methodological discussion about suitable methods of data collection, given the personal nature of the subject matter for both staff and students. Methods include the techniques familiar from action research: taped discussions with both staff and students, and written evaluative statements by students. However, owing to the personal nature of values expressed it was also decided to use an outsider to the course (one of the co- authors) to carry out structured group discussions with students, which could then be anonymised. This avoided some of the problems of data collection noted by critics of Berlak (2001) in which students are required to present reflective journals to their teachers, who would then judge the values expressed - a method which would seem to invite students to dissemble. Issues of social justice are uncomfortable subjects for self-study research. Indeed there are few self-studies of teacher education focused social justice (Griffiths, Bass, Johnston and Perselli, 2003). Perhaps unsurprisingly then, neither the lecturers nor the students were initially keen to participate. Therefore, in relation to question (3) this self-study is a case-study of possible reasons for this. It explores some of the resistances and difficulties inherent in such self-studies, especially when such a study involves several lecturers teaching collaboratively.