ABSTRACT
This Chapter uses a narrative approach to explain how two male teachers of color strategize and navigate the predominantly white education systems they work within. Through a Critical Narrative Analysis framework, readers see how the two teachers developed social justice literacy practices that have reformed their identities as teacher activists and allowed them to fight for justice beyond their singular classrooms and over time. The Chapter ends with a call for teacher activists to branch out and enact their social justice literacies to strategize with others not directly involved in education.
