Given the numerous crises facing the world, this essay argues that educators need to turn to the radical tradition to teach students social justice activism. Reflecting on my experience teaching social justice activism, the essay describes a pedagogical approach called radical community-based learning (cbl), wherein faculty and students partner with grassroots social movements, groups, and/or organizations to engage in political activism for social justice. Radical cbl promotes place-based consciousness and place-based activism so that students gain experience making material differences in their local communities. Through radical cbl, students learn theories and skills for community organizing, and faculty see themselves as inextricably linked with the communities in which they work and live. The essay offers an overview of radical cbl and provides resources for teaching social justice activism through radical cbl.