Exploring (r)evolutionary college-going literacies with immigrant youth in a Youth Participatory Action Research (YPAR) seminar Danielle Filipiak University of Connecticut, Storrs Limarys Caraballo Teachers College, Columbia University A question that Grace Boggs, a Chinese American philosopher and Detroit-based community activist famously posed has taken up quite a bit of room in our hearts lately, “What time is it on the clock of the world?” (also see Boggs & Boggs, 1978, p. 168). Boggs opened most meetings with this question, pushing listeners to think about the longer arc of revolutionary movements amidst crises; across Grace’s 70+ years in Detroit, challenges included deindustrialization, the housing bubble, a shrinking working class, racial unrest. Today, we face newer challenges: the intensifying realities of climate change, the spiraling of multiple forms of violence, the degradation of human freedoms and social cohesion across the globe (UNESCO, 2021). As we grapple with the emotional and relational conditions that such challenges have presented: the subversion of trust (Daliri-Ngametua, Hardy & Creaghand, 2022) and goodwill as well as increasing uncertainty and precarity (Garcia et al., 2022), we’ve wondered: how might approaches to literacy and learning more strategically address both the educational and relational needs of young people? How might ideas of college readiness within literacy education function restoratively– allowing youth opportunities to imagine, to hope, to dream and have agency as we navigate such abysmal conditions at this time “on the clock of the world”? Conceptually inspired by Boggs’s theorizing of (r)evolution as a humanizing process, of evolving toward “something much grander in terms of what it means to be a human being” (Lee, 2013, 42:06), this article explores the literacies and identities that immigrant youth engaged in an Filipiak, D. and Caraballo, L. (2023), "Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar", English Teaching: Practice & Critique, Vol. ahead-of-print No. ahead-of- print. https://doi.org/10.1108/ETPC-10-2022-0160