In this article we examine the dearth of Palestinians in full-time positions in Schools of Education at Israeli universities and Colleges of Education. Our emphasis on these settings derives from the almost unbearable incongruence between the always critical and at times revolutionary rhetoric of the scholarly publications these educational institutions produce as compared with the inequity of their actual practice. Their rhetoric, founded on well established theorizing in (critical) multicultural, social psychological, postmodern, or even simply humanistic liberal approaches, calls for accessibility, inclusion, equality, and social justice, yet these institutions keep the Palestinian population and other marginalized groups in a position of invisibility sustained by meager resources. In other words, it seems that in Israeli academia the socio-political problems identified in the research of its scholars have no impact on dominant practice. One could conclude that scholars maintain a sharp distinction between their academic work and their personal standards and are thus dishonest, or that knowledge in itself can contribute little to changing the world. Both may be right.