This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home–community spaces for school curriculum. The author explores everyday resistance to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the demands of their politically charged contexts. She draws on cultural-historical theoretical perspectives and employs Engeström’s notion of the double bind. She argues that as Latina/o youth develop coordinated challenges to particular social and educational policies, they engage in joint sense making, problem solving, and social analyses. Thus, she analyzes the cultural resources that are generated in/though everyday resistance in order to elaborate how these cultural resources can be leveraged in curriculum practices.
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