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This paper utilizes narrative inquiry to examine the effect of COVID-19 on political resistance, focusing on education as a key site. Based on survey and interview data the paper considers parents' perspectives about the impacts of COVID-19 and racial inequalities in their children's schooling. Two narrative types are constructed and analyzed: consensus narratives and parenting narratives that refute an overarching, manufactured political narrative in the United States of "divisiveness" about race and education, while also identifying the layers and complexities of individual parents' everyday lives raising and educating children. [ABSTRACT FROM AUTHOR]