Abstract
This counter-story reports how an AfroLatine/x family, Veronica and Miguel, negotiated dominant conceptualizations of Blackness and Latinidad within a dual language bilingual program. Findings demonstrated how they contested hegemonic constitutions of Blackness and Latinidad by asserting their identifications with AfroLatinidades and highlighting the expansive and interconnected relations, histories, and politics across AfroLatinidades and Blackness. Specifically, they contested language-based program structures, complicated representations of race, language, and ethnicity, and fostered diasporic relations and spaces. Overall, Veronica’s and Michael’s counter-story demonstrates the sophisticated, collective, and activist nature of AfroLatine/x knowledge traditions and forms of expression, and troubles deficit and static orientations toward race, ethnicity, and language in bilingual education programs and K-12 schools at large. In relation, their experiences demand that educational leaders and researchers enact programming, leadership structures, and pedagogical approaches that elevate the understandings and contributions of Black humanity as levers for liberatory education and social transformation.