In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.