As teachers engage with what is taught, rather than a sense of the distribution of inert knowledge, there can be a feeling that the "what" is moving and adapting with them. This is especially true when teachers are working with topics like anti-Black racism. The what being taught, or the curriculum-as-a-whole has been analyzed by cutting it apart into many different aspects including the planned, the assessed, the learned, the hidden, the null, and the enacted. This dissertation focuses on the enacted curricula specifically as it is co-produced in the class and highlights how the teacher is not the only aspect of that class with the agency to shift the enacted curriculum. These conclusions are based on four case studies of enacted antiracist curricula. The enactments of these curricula were undertaken by elementary, middle, and high school teachers in three different cities and were re-storied in a series of interviews with the author. This dissertation concludes that anti-Black racism is always already influencing the curriculum as it is conceived, planned, enacted, and re-storied, though it is particularly influential in the liminal spaces. [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.]