This article analyzes teaching that begins with the realities, ideologies, and articulations of dispossessed youth of color to shift perceptions of cultural deficits into potential academic strengths that are also critical. Drawing on culturally relevant, critical pedagogical, and critical literacy theories to understand the educational needs of historically dispossessed cultural groups in the United States and propose a humanizing pedagogy, this article offers critical participatory teacher analysis that suggests this can be done by (a) agitating students politically, (b) arousing their critical curiosity, and (c) inspiring self and social transformation.