This article reimagines economics education through culturally sustaining pedagogy and Ethnic Studies, emphasizing economic practices rooted in racially marginalized urban communities as alternatives to the dominant economic system. The article presents an economics curriculum that asks, how can cooperative economics help to sustain urban communities that have been marginalized by the dominant capitalist white supremacist economic system? Through teacher practitioner inquiry at a small urban public school, this study is grounded in a twelfth-grade economics course on cooperative economics in marginalized communities.