English language arts (ELA) teachers and researchers have trialed methods for supporting youth who advocate for alternative and more just climatic futures (Beach & Smith, 2024; Datta, 2023). However, many educators are encountering legislation that muzzles critical talk in classrooms. Understanding that schools are not separate from society and that all literacies are ideological (Street, 1984), the author uses audible examples of youths' digital literacies (i.e., youth-produced radio segments) to showcase what radio might afford ELA education across traditional learning sites and beyond school walls, even for those with little radio training or know-how. Ultimately, the author foregrounds how radio might be used to advance youth-led discussions of contemporary social issues, such as the climate catastrophe, in meaningful ways that might evoke real political action on the matter.