Schooling in the U.S. is ideological by design (Althusser, 1971; Apple, 1990; Duncan-Andrade & Morrell, 2008). It can justify and further the inequitable, hierarchical, and stratified economic, social, and cultural attitudes of a society (Aronowitz & Giroux, 1985; Ayers, 2004; Bowles & Gintis, 1976; Eubanks, Parish, & Smith, 1997). Given the way that American schools are organized, inequality and inequity are predictable. The fact that people internalize the unequal and inequitable conditions of schools as normal and natural is a logical by-product of the social reproductive nature of ideology. As a system, ideology functions by transmitting beliefs and practices of how the world works through relations, language, and social structures. By design, it is saturating and pervasive, and so those beliefs and practices are taken for granted and reconsidered as "the way things are." This inequitable structure continues, because, just as is inherent with capitalism, this American ideology believes someone has to be on the "bottom." Pressures such as these within the institution of schooling are strong. It is easy for a teacher to succumb to such pressures, because they are viewed as the normal conditions in which to operate. What is then most critical for teachers themselves are ways for them to remain capable of being self-reflective, especially when their actions are challenged. Teachers may be influenced by the pressures, however, according to the authors, teachers should be stressing the sociocultural process of learning. The article focuses on highlighting five principles crucial to building and sustaining the empowering cultural conditions needed for children who are emergent in their bi/multilingualism and have families who recently immigrated to the U.S. The authors believe these principles, when considered as a cohesive framework rather than disconnected "tips," operate in direct rejection of educational systems and practices that perpetuate oppression. These principles offer a cultural pedagogy that works systemically to raise consciousness of the cultural nature of ideas and practices concerning children and education (Edwards, Gandini, & Forman, 2012). This article does not instruct readers what to do. Rather, it presents a values-centered, principle-based, sociohistorically grounded framework to catalyze readers to critically self-reflect on and reimagine their specific educational context.