In response to the insufficiency of the dominant yet limiting frames often heard and told as stories in educational contexts, I consider how the void can become a space for critical inquiry into topics that are frequently reduced in academic settings, which are ill-suited for complexity and nuance. Focusing on several black contemporary artists whose work engages, represents, or inquires with voids, the chapter contrasts the void as a potential place of knowing and being, resisting what has become common sense. Finally, the chapter reflects on how entering the void implicates approaches to teaching and learning in social studies.