Abstract
We used collaborative narrative inquiry to analyze stories of three teachers of Color working together to build a transformative learning experience for youth during the summer of 2020. Using Culturally Sustaining Relationships (Shaabneh, 2022) as our theoretical framework, our analysis revealed how the teachers developed a critical kinship through (counter)storytelling, and how they navigated crises through leveraging this kinship to form a collective vulnerability, which made space for healing, joy, and problem-solving. This study highlights the importance of prioritizing time and space for teachers of Color to cultivate culturally sustaining teacher relationships through (counter)storytelling during their professional learning and practice.
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