Chalais Carter is a doctoral candidate in the Teacher Education and Curriculum Studies program at the University of Massachusetts Amherst. Her research informs school and teacher practice through participatory research methods that highlight student feedback and experiences in schools. Chalais’s work is also shaped by her former experiences in Arizona and Massachusetts public schools as a math teacher and a professional in non-profit education reform. These experiences exposed the racial, economic and gendered processes that impact education for young people of color in formal school and out-of-school contexts. Therefore, in her work, she applies the critical lenses of radical black feminism and racial capitalism to highlight how power structures operate, persist and position student learning and experiences in public schools.