This article considers the way that intergenerational familial settings have functioned as counterspaces where deficit narratives are challenged and youth identities are affirmed. These counterspaces support minoritized young people in particular as they learn in socio-spatial and cultural historical contexts, especially during the pandemic. We set out to consider this: What does family as counterspace contribute to our understanding of what it means to make learning more human? With a focus on the strengths of learning (rather than learning loss) during the pandemic and the power of intergenerational testimony and collective witnessing to foster this learning, the writers--ourselves intergenerational as PhD, early-career, mid-career, and late-career scholars--each contribute a story to reflect on that question.