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This paper discusses Chantal Mouffe’s (1993) articulation theory in relation to recent research into urban youth organizing. Unlike many schemas for meaning making around social scientific data, Mouffe’s approach offers a post-structuralist political theoretical lens through which to intersubjectively undertake scholarship, foregrounding situated temporality to produce a powerfully generative tool for activist educational research. Using Mouffe to discuss a recent literacy study of urban youth organizers, this paper maps the articulation of the youth as activists. Dialogue around approaches to literacy learning and articulations of activism produced rich data for polyvocal write-ups of shared and divergent trajectories of youth as human rights activists and organizers.