Educational researchers have sought to address the experiences of students of color in many ways. One form of doing so is through Participatory Action Research (PAR), whereby participants are engaged as co-researchers and work together to select pertinent questions or challenges, carry out the research, and generate recommendations from their findings. While PAR facilitates the ability of students to reflect and take action in the world, there is a deeper concern underlying praxis as a response to racism in institutions such as schools. Josué Lopez argues that there are unique concerns PAR must attend to when responding to the psychological and intellectual implications of colonialism and racism in schools for students of color. For this purpose, Frantz Fanon provides unique contributions for thinking about PAR both as an approach to partnerships with communities of color as well as a means of transforming inequitable institutions. This article focuses on the relevance of Fanon's praxis to PAR and his notion of a medicine of the people as a way to address the psychological and intellectual implications of racism in schools for students of color. It first discusses of the significance of PAR in educational research as an extension of a commitment to and belief in the transformative capabilities of communities of color. It also discusses the ways in which Fanon's thought provides a distinct lens to think about colonialism and racism in schools as well as PAR as an approach to dismantling racism by juxtaposing his thought with the Brazilian pedagogue Paulo Freire. Next, López provides an in-depth engagement with Fanon's idea of a medicine of the people, noting the parallels between dilemmas faced in educational research and the ways in which PAR as a response to these challenges is consistent with a medicine of the people. The article closes by providing snapshots of the work of three PAR researchers--Jason Irizarry, David Stovall, and the author (Josué Lopez)--to demonstrate how a Fanonian medicine of the people can function in responding to the psychological and intellectual impact of colonialism and racism in schools in and beyond the United States.