Using daily experiences and existing identities as the subject matter, a hip-hop-centered class encourages students to develop a critical lens so that they can "envision a social order which supports their full humanity" (Shor, 1987, p. 48) and embraces the idea that hip-hop culture provides context for students to develop critical consciousness, engage in democratic activism, and get motivated for academic skill development. By remixing and rethinking classroom English and social studies content, constructs, and curriculum, teachers allow students to reimagine their roles, responsibilities, and identities as scholars, students, and participants in a democracy to "engage in a collective struggle against the status quo" (Ladson-Billings, 2009, p. 127). This article details what a classroom like this looks like in action.