The particular issue presented in this research intersects tensions surrounding critical race theory (CRT) in the classroom, using the social studies classroom as a high area of contention. Antiracist educators have faced extreme scrutiny from state policies, administrators, and white parents who have misinterpreted the importance of understanding race and racism in the United States (Schwartz, 2023). This study emphasized linguistic and ethnic diversity of the student populace as crucial in this project because most of the students in this study were bilingual in English and Spanish. The rural United States has been left out of the conversation of spaces where educational transformation can occur and has been perceived through a deficit lens. This study contributes to the discourse of what action and progress looks like when white educators act and address race and racism in remote geopolitical and disenfranchised spaces. This study between a teacher and youth used the date of self-study (LaBoskey, 2004; Wilcox, 1998), narrative inquiry (Saldana, 2021), and creation of a culture of inquiry and reflection. Emphasis on critical self-reflection practice for educators, social studies curriculum and practice, and the power of community involvement provided leadership implications for systemic change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]