This research examines how an oppressed group, the Klamath Tribes of Oregon, used an information communication technology (ICT) for the human development objective of cultural identity restoration, one component of emancipation. Within this manuscript is depicted a process model of how ICT tools can be used for human development through emancipatory pedagogy, ie, the communication of knowledge in a way that promotes critical reflection and collective action. Combining interpretive and critical methods, I describe how the Klamath's ICT reflected the emancipatory journey of those creating it and empowered the Klamath to lead ICT users toward emancipation. An interpretive approach revealed that ICT framing tools promoted awareness of the Klamath, awareness of the problem the Klamath sought to address, and awareness of societal systems of power that enforced the Klamath's problem, while ICT tactic tools enabled “the aware” to engage in solutions. Notably, the Klamath shirked prevailing practices in ICT for development. Consistent with my critical approach, I use the Klamath case to suggest normative recommendations for the use of ICT for social good.