Learning Objectives In this chapter, you will: • learn about the histories of Black, Indigenous, and queer of colour femi- nisms as they intersect with contemporary student movements; • recognize the inherent power of students to challenge institutional violence; • map the legacies of radical feminist struggles in relation to racial, sexual, and gender justice culminating on university campuses today; • examine the connections between student activism on college campuses and broader activist networks such as the Movement for Black Lives; • learn about how student movements are formed on a national and local level; • consider the difference between movements based on neoliberal “inclu- sion” versus those grounded in collective liberation; • learn the importance of developing collective consciousness as a tool to resist institutional tactics to isolate students in connecting to struggles; • consider your situation as a student within a larger genealogy of struggle and movement organizing. Chapter 19 Te Demand Pasts, Presents, and Futures of Black, Indigenous, and Queer of Colour Feminisms 1 Aleyda Marisol Cervantes Gutierrez, Tahlia Natachu, Belina Letesus Seare, Tamara Lea Spira, Mollie Jean West, and Verónica Nelly Vélez Introduction This is for us, at once before and after, seeking another kind of now. —Alexis Pauline Gumbs, We can learn to mother ourselves, 2010 In 2013, a movement was forged out of the fres that raged across the nation, fres born out of grief and rage and love, fuelled by the af frmation that Black Lives Matter and premised on the refusal to accept the routine death of Black people through- out the world. The Movement for Black Lives ( M4BL) emerged out of the Black community’s re- sponse to George Zimmerman’s acquittal after he fatally shot 17-year-old Trayvon Martin. The gal- vanizing chant that Black Lives Matter took hold when Michael Brown was killed on 9 August 2014