We are well past the point of accepting the rebranding or rearranging of science education with neutral standards and instructional practices that support and maintain goals of epistemic and human domination. These approaches within the colonial machinery of schooling that busy us up, feeling like action is being taken, merely mimic the rearranging of chairs on a sinking ship. As science educators committed to critical response-ability and radical care, the classroom can and should be a place of (un)learning, unraveling, and undermining logics of white supremacy and coloniality, while collectively grappling with consequential entanglements of science which threaten the lifeways and livingness of human and ecological kinfolx. To do so requires new ways to critically see, sense, and make seen, what is invisible from science teaching and learning visible to move toward pathways of antiracist and anticolonial “regenerative present futures.” Given this understanding and call for transformation, I offer up a pedagogical framework called the Social Focus, which provides the three relational and multidimensional learning principles of critical liberatory presencing, consequential concern, and critical consciousness to be elevated as new standard(s) and practice within and throughout all science and engineering learning.