In this article, the authors focus on how educators can use their responsibility and power to create learning spaces that foster change by empowering Black and Brown students to emancipate themselves through a process of critically dreaming (Wellington, 2023). The authors approach this work as a West Indian Black woman and a white woman from the rural Rust Belt, former educators committed to fostering antiracism across learning spaces. The authors believe teachers can support students' dreams and ideas to initiate change. They share two examples of what antiracist advocacy can look like with middle grades youth in the classroom and in a community-based learning project using a critically dreaming framework. Dianne's context was an International Baccalaureate School for grades 5-10 in an inner-city school in the Southeast US, and her example lesson was conducted with ninth-grade students. Amy's example with seventh- and eighth-grade students from a public middle school in the rural Midwest takes place in the local history museum during the school day.