This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people's funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992; Valenzuela, 1999) that reflect a concern for students' lives. Specifically, it discusses the impact of students performing autoethnographies (Alexander, 2005; Carey-Webb, 2001)--cultural narratives that build toward critical social analysis--as a means toward increasing critical self-reflection and building compassionate relationships between youth of color with fractured collective identities. Such approaches, as I argue, can tap into youth confusion and anger in order to engage them as critical readers, writers, and oral communicators. The findings suggest that autoethnographies increased students' knowledge of self and, upon recognizing one another's all-too-familiar struggles, the classroom climate became more conducive to constructing a critical common identity among youth of color. In this way, the article has implications for building classroom relationships that make for more effective pedagogies engaging dispossessed, working-class children of color with culturally relevant critical literacy teaching practices. (Contains 1 note.)