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ORCIDid

0000-0001-8309-7837,0009-0005-0415-1636,0000-0002-6900-0960

Abstract

This qualitative study explores the transformative potential of counterstory as a method for promoting educational equity through the lens of racial literacy and the "Archeology of Self" framework. Rooted in critical race theory, counterstory enables marginalized voices to challenge and reshape dominant narratives within educational research and practice (Delgado & Stefancic, 1996; Delgado, Stefancic, & Harris, 2012; Ladson-Billings, 2013; Ladson-Billings, 2021; Martinez, 2020). The community-based study using a counter-storytelling approach draws on data from a focus group held during the 2024 Voices of Empowerment Conference, part of the Institute for Critical Race and Ethnic Studies (CRES) at St. John's University. The focus group discussed systemic barriers, the undervaluation of educators, and the need for culturally responsive teaching methods. Key themes include the importance of professional development, the impact of administrative decisions, and advocacy for diverse student needs. By engaging in deep self-reflection and embracing shared humanity, educators can create inclusive, healing spaces that foster mutual understanding and support. From this study emerged the Educator Empower Theory. The findings underscore the necessity of reimagining educational environments to address inequities and support the holistic development of all students. Through counterstories, the article advocates for a paradigm shift towards collective healing and the reconstruction of educational spaces that honor diverse ways of knowing and being.

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