This article uses Lefebvre's concept of right to the city to frame the practices of a Kindergarten teacher and her ability to create a more racially equitable classroom space. It explains how the teacher and researcher collaboratively engaged in racial spaces analysis and critical race theory to develop greater racial spatial awareness. The teacher was able to use this awareness to resist neoliberalism and the racialization space in her classroom. The article explains how framing classroom practice according to right to the city can help teachers and researchers work together towards spatial justice in schools, where the educational rights of students of color are not limited by reductive notions of property based in whiteness.