For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing "difference/culture" as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of "Body-Soul Rooted Pedagogy" which: (1) construct education politically; (2) enact schooling as decolonization/empowerment; (3) center epistemologies, multiliteracies of marginalized groups; (4) foster critical frameworks navigating oppression; (5) engage social action pedagogy; and (6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels.