The rationale for the discussion of critical theory, pedagogy, and literacy, and teachers as cultural workers for Martial Law conversations is the urgent need to demonstrate both sides of the arguments. We want to present the controversial political issue of Martial Law as a topic for teachers to engage in as cultural workers because we believe that classrooms are democratic public spheres where “teachers are key public figures in the making of meaning for young people” (Saltman 2018, 4). As cultural workers, educators must understand the politics of recognition, which is to be practiced, not just as a form of “courtesy, but vital to human need” (Taylor 1992, 25, quoted in Fraser 1997, 14).