In this paper, I explore the ways in which post-oppositional theorizing can be used to bridge between qualitative inquiry and praxis to address issues of inequities in education. I present an overview of how oppositional thinking has been privileged in academia creating an ontological trapping, with subsequent drainage of our energies and efforts. I offer post-oppositional onto-epistemologies as an invitation to examine our wounds, deeply held belief systems, and understand their manifestations forms while using a critical, post-oppositional lens. Thus, I advocate for cultivating conditions via post-oppositionality that would create onto-epistemic shifts in our scholarly activist work in education. Critical inquiry using post-opppositionality allows for imaginations and enactments of possibilities (without demonizing oppositional discourses), that affect the lives of those who suffer from the networked effects of various social structures of oppression in education.