Mathematics teacher education has increasingly compelled mathematics teacher educators (MTEs) to take up the challenge of preparing prospective teachers to embrace justice-oriented pedagogies. Given the current climate of growing attacks on critical educators, I argue for the need to make visible and organize the ongoing ways MTEs engage in justice-oriented pedagogies. Grounded in Collins' (2012) conceptualization of intellectual activism and Picower's (2012) conceptualization of practitioner activism, I conducted an analysis of Association of Mathematics Teacher Educators affiliated materials to illuminate the ways MTEs are already engaging in and sharing their activism work. A framework is proposed to make visible the connected ways MTEs engage in activism and discuss how, as a collective, MTEs can stand together against injustices in mathematics education.