Despite the popularity of social justice frameworks, today's polarized socio-political environments call for a justice-forward approach where educators blend equity and culturally-responsive pedagogies with experiential approaches to learning. The TALLS (Toward a Liberated Learning Spirit) model for developing critical consciousness infuses established equity practices with Indigenous approaches to learning and Martin Luther King Jr.'s Six Steps for Nonviolent Social Change. By re-engaging curiosities, TALLS guides learners from academic detachment through an unlearning process toward embodied liberation. In this reflective essay, readers will be invited to disrupt common misconceptions that reproduce postcolonial paradigms to foster learner development of critical consciousness.