The COVID-19 pandemic has once again revealed the urgent need to address ongoing injustices at every level of U.S. society. In this article, we combine visual art, research, and storytelling to discuss the need for such systemic change within schools, specifically focusing on the effects of discrimination against students who speak languages other than English. The authors draw on their own lived experiences, research, and artistic expression to make an argument for turning to creative, arts-based practices and diverse linguistic and cultural representation within classrooms and curriculum. The authors' reflections and artistic contributions demonstrate the importance of using the arts to validate, embrace, and learn from the fullness of students' creative, critical, and linguistic repertoire in the fight for justice within and beyond schools.