Dianne Wellington, Literacy Department, recently published a co-authored article titled "Fostering antiracist pedagogies: centering Black and Brown students through instructional practices as semiotics of care and hope" in the academic journal Teachers and Teaching. The journal article presents two critical ethnographic studies that challenge traditional educational hierarchies to empower Black and Brown students. By engaging in-service and pre-service teachers, the research centers youth voices and promotes agency, visibility and racial justice. Grounded in critical hope and critical care, the studies reveal how transformative teaching practices can foster inclusive literacies and reimagine educational environments. The work highlights pedagogies that celebrate diverse identities and inspire both students and educators to envision possibilities beyond systemic constraints.