From the vantage point of Ta Moko, this paper reads educational practices as ancestral rituals engendering antibrownness. Antibrownness is the social and analytical routine that this paper attempts to unsettle by examining the curricular practices of difference making in literacy in primary education in the US as the locus of colonial interrogation. The paper unpacks how young people reckon with difference in schools through the popular culture lens they bring with them to the classrooms. One of the curiosities driving this inquiry is the potential the visual cultures young people participate in hold to trans-form school curricula from a perspective of First Peoples and related entities. In the first section, Moko as a factual and fictive narrative situates the inquiry. Section two spells out the specifics of the location and position on this project and paper. Section three engages with antibrownness while section four zooms into Disney as a popular culture lens producing frames of mind and performances of antibrownness. Section five delves into three classroom events of difference making in literacy curriculum. The concluding section points to the youth's interruptions and gestures towards the potential of popular moving images for unsettling antibrownness.