In this article, the authors argue that the racial violence that unfolds against Black youth in various communities seeps into English language arts (ELA) classrooms. They offer a theoretical framework that centers on Black literacies that secondary ELA teachers can use to disrupt the violence and curricula and pedagogical inequities against Black youth in schools. The article concludes with a text set that is centered on Black literacies and texts that ELA teachers can use to revolutionize, (re)imagine, and sustain the humanity of Black youth.