As artificial intelligence (AI) increasingly shapes societal systems, there is a need for educational models that integrate sociopolitical critique with technical AI learning. This study uses Epistemic Network Analysis (ENA) to investigate how Black middle school girls interrogate and reimagine AI in service of justice. Guided by Critical Race Technology Theory and Black feminist thought, the curriculum engaged students in activities that connected AI concepts with discussions of bias, representation, and systemic oppression. Using ENA, we modeled students’ discourse across curricular phases, revealing distinct patterns in how learners connected technical knowledge, social critique, and their lived experiences. Results show that students transitioned from understanding algorithmic limitations to expressing commitments to social justice through their AI designs. ENA served as a powerful tool to measure and visualize these learning trajectories. Findings highlight the potential of ENA to empirically support how learners integrate a sociocritical lens into technical disciplinary content.