This work focuses on the ways in which educational activism has the ability to disrupt the political economy. This article also utilizes the epistemology and ontology of educational activists to determine the methods that activism develops, approaches and implements. The co-construction of pedagogy and spaces that are cultivated that explore the actionable pursuits of liberation that impacts human geography are explained by participants. Through narrative inquiry and narrative analysis, the path to unlearning and co-creating efficacious environmental shifts was explored among five participants. These participants shared analysis that contemplates ways that educational activism can disrupt the political economy, produce cultural epistemological and ontological homonyms, and shake the ground of oppressive space (spatial and mental) in hopes of deconstructing and building the foundation of new liberatory realities.