This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought to understand how the work shifted in response to these global crises and also what sustained our collaboration during these times. As we showcase through representative examples of our inquiries, members of different immigrant communities in our partnership drew on their individual and collective experiences to engage in research as an act of care, to address pragmatic and immediate needs in their schooling, and to contend with traumatic legacies of oppression. Expanding networks of care and the intellectual legacy of the collaboration itself - what we refer to as an intellectual commons - created the foundation to sustain and amplify our work together during a time of social transformation.