As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018).