Racism is sadly a never-ending problem that must be discussed with every new generation. This study poses the questions: How does Gil Scott-Heron use humour in his poems to problematise a racist discourse? and Why and how should poetry with multimodal features covering aspects of racism be used to teach students about human rights and critical thinking in upper secondary school? Through close reading, we analyse the poems “Black History” and “Whitey on the Moon” by Gil Scott-Heron through the lens of African American criticism with particular attention to the concepts of Whiteness and Africanism as described by Toni Morrison. Scott-Heron uses signifiers to satirize racist discourse and he mocks white supremacy for behaviour towards people of colour. The multimodal aspects of the poem enhance the satire. This study also utilises bell hooks’ and Paolo Freire’s theories of radical pedagogy to connect the analysis linked with multimodality to a classroom environment. With radical pedagogy, teachers can create a safe environment where Scott-Heron’s poetry can be discussed with students. The multimodal aspect ensures that more students may understand and relate to the material.