Critical literacies theory is a useful construct for examining language, power, and social context. However, it may take a rationalist approach that obscures the socio-emotional and spiritual impact of oppressions. This study seeks to address the call for critical literacies studies to take an affective turn to investigate the relationships between power, social context and "interior lives." Therefore, I conducted a qualitative study framed by Black feminist thought to examine how two Black women educators experienced privilege and resisted oppression through their uses of "extraordinary literacies." I used narrative methods and Black feminist theorizing to investigate and analyze Black women teachers' stories of literacy practices in personal and professional settings. This paper demonstrates the effectiveness of examining literacy practices using more inclusive methodologies, and the promise that it holds for revealing more expansive iterations of social justice work, which is necessary to truly work towards equity and liberation.