This article draws from a two-year youth-informed, multi-site ethnographic study, in which interracial anti-racist youth activist groups (IAYAG) amplified their own pedagogical leadership in their schools. The demand for curricular relevance in urban schools is at an all-time high, and the work of youth organizers is in direct opposition to a standardized curriculum and other controls. Not without complexity, these youth are committed to increasing critical consciousness alongside social action. There is much to learn from those bringing social movements and teaching into the schools. For this article, I used close analysis from four major events (two teach-ins and two sit-ins) in conversation with Patricia Hill Collins in her 2009 domains-of-power framework to construct a working definition for "youth activist pedagogies." Youth in these groups desired to construct knowledge through collective youth agency by resisting hierarchies, uplifting multiple perspectives, and asking critical questions. I argue that pedagogies should be multiple, or collective, in order to create liberating opportunities for sharing knowledge and getting free.