This article explicates the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., micro/macroaggression ecological conceptual model) focusing on the intersections of dominant norms and values, macro/microaggressions, social justice pedagogies, and sensemaking. We describe the theoretical reasoning anchoring our conceptualization suggesting the extent we fail or influence our refusal to adjust ways of understanding, which may perpetuate unintentional, oppressive ways of knowing and responding. Lastly, we explore the implications of this conceptual model to chart new pathways to disrupt contemporary forms of oppression through social justice pedagogies and sense-making in order to promote intercultural and multicultural education as frameworks or movements toward educational equity.