Racism is woven into the fabric of every institution within the United States (Jones, 1974; Ladson-Billings, 1998), and it is present alongside the often unattended to intersectional oppression (Crenshaw, 2017). These two realities are often found and reproduced within P-12 school settings (Ladson-Billings, 2005; Ladson-Billings, 2019; Hopson, 2014). Given this, there is a growing interest concerning the experiences of Black and Brown students inside schools today, particularly around how these realities affect them and the ways they might respond to them, particularly during the "Trump Era". Extant educational scholarship has explored, critiqued and reimagined: (a) how teachers can engage in antiracism though pedagogical practices (Baker-Bell, 2020; Ladson-Billings, 2014; Love, 2019); (b) how schools can implement learning spaces and curricula that centers intersectional justice (Amico, 2015; Baker-Bell, 2020); and (c) broader anti-oppression work outside of the domains of traditional schooling that still bear influence over schooling such justice-oriented protests (Rhoads, 1998) via student activism movements, book/poetry clubs, etc. However, little has been recorded about the ways that teacher-practitioner/educator narratives might be positioned to shape the taking up of critical literacy pursuits among Black and Brown adolescents who are eager to engage in the envisioning and implementing of a more justice-centered society. Moreover, existing work around teacher narratives and how they might be positioned has not been theorized nor analyzed through Critical Race Theory (referred to as CRT hereafter), a powerful tool in better understanding and responding to intersectional oppression and injustice. I argue in this dissertation that 21st century justice-oriented educators face unique, institutionalized challenges in engaging critical literacy work with underserved and disempowered students. What becomes clear is that the educator participants' stories are impactful and can profoundly shape the ways that Black and Brown youth engage with critical literacy, what steps educators might take to engage in particular justice-oriented actions in their own lives, particular barriers that schools might pose to this necessary work, and the role(s) of educator preparation programs in this. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]