Graduate School as a Site of Remembrance: Educación for Resistance for Bilingual Teachers

Abstract

This article is framed by the notion of educación and how it influenced the narratives of resistance of 12 seasoned bilingual teachers (Solórzano & Yosso, 2002). Using an oral narrative approach, we share participants’ descriptions of the connections between their educación within their families and communities  and how this educación has helped them navigate, resist, and even “play the game” (Urrieta, 2009) during their educational K-16 trajectories, and in their interactions with colleagues, parents, and children as seasoned bilingual teachers.