This qualitative research study explored the pragmatic ways in which youth ages 8 - 17 are taught within the Canadian education system, specifically Ontario, on topics of difference and power and how this influences their understanding of the construction of identity and the systemic oppression of marginalized groups. This study aimed to present findings from four elementary and high school educators and their perceptions of implementing performance-based practices with youth as a critical pedagogical tool in order to address issues surrounding difference. Through semi-structured interviews, these educators described their experiences using these methods in their classroom. Using a thematic analysis, this study revealed several benefits of including performative methods in the educational setting but found that there are a number of challenges that could impede the effective implementation of these practices. Including critical performance-based practices in the classroom has the potential to empower youth as they navigate their identities.