In this article we share our study in teacher education that engages both the human and more-than-human as fundamental to matters of social justice. In the first part of the article we focus on ecocritical scholarship that raises concerns about the omission of the more-than-human in educational research and practice through Western modernist discourses. We connect these concerns to insights from decolonial scholarship that emphasize the role of colonial power in structuring the imaginative limits of Western modernity. In the second part of the article we present the context and design of a framework informed by decolonial and critical scholarship we engaged in a research project in teacher education that considers the human and more-than-human in matters of social justice. We offer this framework as an example of how different analyses can be combined to shed light on complex issues related to the normalization of colonial practices in educational research. In our conclusion, we highlight the need for research practices that gesture towards possibilities for decolonial futures, while recognizing our shared systemic complicity within enduring colonial institutionalized practices.