In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits "re-turns" to data. These "re-turns" draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of "re-turn" is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through "feeling with blackness." We offer Crawley's theory of sonic epistemologies as a way to "think and feel blackness," that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic--or "feeling with blackness"--can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to "blackness" is necessary for literacy education, research, and ultimately, collective healing and justice.