The aim of this article is to develop theoretical and practical anti-opressive approaches for educators in pre-service and in-service teacher training. This article is strengths-based in its approach and relies upon Indigenous and critical theory foundations to recognize and negotiate oppression in education. An assumption of this paper is that most teacher education students do not recognize the invisible and normalized ways students experience oppression, and that social justice education sometimes lacks practical approaches. It is critical to recognize that social justice education need not be prescriptive, but that a framework can help guide student engagement in social justice to resist inaction induced by indecision and fear. Through a framework I have created, by amalgamating critical theory and Indigenous epistemologies, I present one productive possibility for achieving these ends. Applying Indigenous theoretical principles in teacher education introduces our students to complex knowledge systems of Indigenous civilizations and challenges assumptions of White supremacy. The approached described in this paper establishes a framework in both social justice education and action plans that pre-service teachers can one day implement in their classrooms.