The cultural assets and lived experiences of communities of color are surfaced through asset-based informed autoethnographic counter-stories of students and teacher. These counter-stories often refute external narratives and provide an academic space for students to articulate their lived experiences. The curricula combine autoethnographic methods, hip-hop, and asset-based pedagogy that centers students' explicit racial, cultural context, lived experiences, and cultural wealth as foundational to student learning. Teacher and students express how they use their cultural assets to drive academic literacy and engagement.

The structure in which I am presenting information in this article differs from that of "traditional articles." The structure of the article and methods used are, in my opinion, the best way to present what my students and I have to say. Please honor and engage with it. I take the approach of writing in the first person in this article. It is indicative of the method of autoethnography, rather than producing information in the third person.