This article explores the synergies between translanguaging and feminist poststructuralism to deepen understandings of how educators can teach for justice. Robinson highlights how both theories challenge dominant structures and boundaries; how they privilege process over product; and how they both illuminate non-dominant voices and experiences. She explores how both translanguaging and feminist poststructuralism have helped her challenge foundational epistemologies, ontologies, and methodologies as a teacher educator in the field of teaching English. Throughout this article she examines what taking up these theories to challenge and question the status quo means for how language can be better engaged as a tool for justice.