At a time when some high school English classrooms erase and distort experiences and identities, it is vital for educators to explore pedagogies that provide radically reimagined forms of liberatory thought. This article explores ways the work of Coates can serve as "blueprint liberation" in the English classroom. The line of broken, dysfunctional, pained characters of color marched through the entire 9-12 English curriculum from AP to the introductory levels. The author monitored more closely how race and Blackness were and were not addressed in high school English classrooms. What the author quickly recognized was that too often the focus of the learning was on the defectiveness, delinquency, wretchedness, agony, and manufactured deficiency of the darker characters. Careful analysis of the parts of the texts that provided important context about a character's actions were often not discussed or deeply distorted. Colonizing the imagination might be one of the final steps before those who are targets of domination begin to autocolonize themselves. In a time when the interlocking systems of oppression are so volatile and so sophisticated, the answers, explanations, and blueprints must be equally as sophisticated, and Coates delivers a robust matrix of complexity and understandings in his work. Coates's work in an English classroom is liberation pedagogy. It is an ancient future wisdom inside a pedagogy of decolonization. It is momentum redelivered and returned.