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In this qualitative analysis, we center the voices and experiences of more than 500 newcomer and emergent plurilingual students - and the teachers privileged to work with them - as we consider how to re-envision classrooms as sites of authentic co-learning, collective agency, and transformative justice. Key themes include teachers’ shifting understanding of newcomer students and communities (and the implications for their work as educators); the impact of participatory action research on students’ and teachers’ perspectives regarding structural oppression; and ways the COVID-19 pandemic both magnified existing inequities and suggested new possibilities for systemic change.