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In this article three insurgent Black women educators use Black Studies research methods to interrogate their collaboration with Black youth and families in the United States and Brazil in the Guardians of Heritage, an Afrocentric education intervention focused on youth civic leadership, intergenerational data collection, and collective social problem solving. The article documents how this program, using community heritage knowledge, cultural expressions and resistance traditions and remote learning, builds youth’s transformative power, activism, and agency, providing participants with knowledge and skills to work together for educational justice, to overcome mis-education, structural racism, and inequity. African language concepts and words were used to convey pan-African peoples’ cultural unity and facilitate participants’ positive identification with a shared African consciousness.