While PAR finds its roots in Latin American and South Asian work related to social justice and liberation (see Fals-Borda, 1979; Rahman, 1985; Guhathakurta, 2008), it is both complicated and enriched by global feminist, post-colonial and critical race scholarship, all of which intersect with PAR. Critical race theory (see for examples Bell, 1987; Ladson-Billings & Tate, 1995; Crenshaw, 1995; Delgado, 1995; Ladson-Billings, 1998; Delgado & Stefancic, 2001) is particularly useful in shedding light on our research collective’s project. It is based on legal literature and begins by stating that racism is so enmeshed in American society that it appears normal, natural and permanent (Bell, 1992; Delgado, 1995; Ladson-Billings, 1998), and because of that strives to expose racism in its variations, including in the education system. PAR’s goals are exactly that – exposing, challenging, and changing racial and other forms of inequity. Torre (2009) is particularly helpful in bringing CRT and PAR into communication, noting that PAR and CRT share fundamental “theoretical, ethical and methodological principles and practices” (p. 111) that create space to bridge individual and collective identities, allowing diverse peoples to be brought together to get to know not what the other is but who the other is (Torre, 2009; Arendt, 1958).