In this commentary, the authors explore how mathematics education research and the decisions mathematics education researchers (MERs) make to include (or not) an equity lens are not just choices; rather, they are political acts. MERs must take a hard look at themselves as human beings shaped by the political landscape of their different histories and experiences and understand how these histories and experiences affect their choices as researchers to question, understand, and ultimately transform mathematics education into a more clearly anti-oppressive and equitable human experience. For this to take place, MERs suggest being willing to enter a brave space in which some of their assumptions are questioned. MERs argue that addressing equity necessitates an intentional, collective, and professional responsibility that is taken up by all mathematics educators in multiple ways, levels, and settings. What is asked of the MER community is not new or easy, but it is necessary to gain transformative traction on this long-standing, thoroughly documented, and seemingly intractable problem of inequity in mathematics education.