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Like Black culture, soundscapes are not a monolith. In these personal essays, Black educators in North Carolina reflect on the intersections of their own identities and how they create and make meaning of soundscapes in their educational practice. The introduction provides a brief history of education in regards to Brown v. Board of Education of Topeka , as well as critiquing forms of white supremacy and racism that underpin educational settings. These Black educators view their classrooms as unique soundscapes that allow them to resist and respond to those unjust conditions. This article includes educators' reflections on systems of oppression, considerations for how those systems influence their pedagogy, and specific classroom strategies for utilizing sound to create learning spaces for historically and traditionally marginalized students. [ABSTRACT FROM AUTHOR]