In an effort to explore methods that can challenge the research/practice divide in the field of mathematics education, this project develops a methodology for people-centered classroom-based research. I analyze the process of building teacher-researcher relationships and show how relationships work to support teachers as they make changes to their practice. In this project, I argue that relationships themselves are a methodological tool that can work to bridge the research-practice divide and analyze what those relationships enable for teachers. This study reveals both the methods involved in building relationships and the effects of relational work as expressed by teachers. As part of this work, I argue that making classroom-based research explicitly people-centered requires shifts in what we think research is going to produce and do, who we do research for, and what we think the role of the researcher is. These shifts have led me to understand the need to expand the epistemological base for classroom-based research. While many researchers seek to do work for and with people, the knowledge base that we look to must include people whose work is explicitly people-centered, not only from work that has been field-centered. I draw on the theories of organizers, including Dolores Huerta, Ella Baker, Bob Moses and the Black Lives Matter movement, and Honduran activists, Berta Caceres and Miriam Miranda. [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.]