This study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Author, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Author, 2015). Cultivating pedagogy is a new praxis-based framework that emerged from this study. As a result, this study contributed toward expanding the possibilities for abolishing neoliberal thinking and practices rooted in "accumulation by dispossession" (Harvey, 2003), by engaging with cultivating pedagogy.