Focusing on the potential of progressive movements at the local level to expand conceptions of justice, this article examines discourses within curriculum reform efforts by focusing on public testimonies in a successful campaign for the adoption of an Ethnic Studies resolution. Findings from observations and content analysis of public school board meetings illustrate how student testimonies (a) critically re-envision education and representation and (b) offer a discursive and pedagogical space to cultivate public learning as well as an aspirational vision for closing opportunity gaps.