Research on LTs remains a central topic in mathematics education. In this plenary paper, I argue that LT-based research needs a hard re-set if it is to play a role in creating more equitable and anti-oppressive experiences for historically marginalized students. I begin with an overview of LT-based research presented during PME-NA plenary sessions, which I examine through a lens of cognition, context, and culture. I assert that a continued focus on cognition reproduces the status quo and causes dissonance for many learners. I then discuss equity in LT research and how it has evolved throughout the years. Next, I offer Political Conocimiento in Teaching Mathematics (PCTM) as a framework that can support us in asking the complex sociopolitical questions needed to create liberatory spaces in mathematics teaching and learning. I end by inviting the field to commit to centering equity in their LT-based research as a political act. [For the complete proceedings, see ED630210.]