In this article, the author argues that teaching toward a new political economy requires educators and instructors to cultivate classroom climates rooted in Black queer and feminist (BQF) ethics of love and care. In doing so, teachers are better positioned to guide students as they tackle challenging conversations concerning systemic inequity, structural privilege, and embodied political praxis. The author looks to Afrofuturist feminist imaginative works as sources of inspiration, encouragement, and care that hold space to reimagine life and love beyond antiblack violence. Afrofuturist feminist worldmaking actively challenge Western white cisheteronormativity, its knowledge systems, and its origin stories that equate Black death as American progress. Drawing from (BQF) worldmaking practices and Audre Lorde's notion of love as a radical and revolutionary life force, the author forwards "love as life" praxis--a praxis that shapes an evolving pedagogical orientation committed to challenging existing systems of knowledge by imagining alternatives.