<b>ARRULLOS: AN AUTOETHNOGRAPHIC JOURNEY THROUGH MY ABUELA'S PEDAGOGY</b>

<p dir="ltr">In the journey ahead, I explore the profound impact of intergenerational relationships, particularly the shared experiences between grandmothers and granddaughters, through a lens of narrative inquiry (Clandinin & Connelly, 2000). Anchored in <i>la convivencia cotidiana</i> with my abuela, I reflect on her role as my first great teacher and the ways her radical love, <i>sabiduría</i>, and <i>conocimiento</i> have shaped my understanding of education.</p><p dir="ltr">Experiencing my first engagement with narrative inquiry through autoethnography (Phillion, 2002b), I weave personal memories with theory to highlight the transformative potential of love in fostering nurturing educational spaces. Drawing on the work of hooks (2000), I emphasize how care, recognition, <i>cariño</i>, respect, commitment, and trust are central to my abuela’s pedagogy of love.</p><p dir="ltr">Inspired by my abuela’s teachings and lived experiences, I argue that grandmothers embody a profound ethic of love, care and wisdom that can inform and transform educational practices, particularly in resisting oppressive systems. This work invites educators to embrace the everyday learning rooted in familial and cultural traditions, reimagining classrooms as spaces of love, resilience, and collective growth.</p><p dir="ltr">My thesis not only honors the knowledge and wisdom of my abuela but also positions it as a powerful framework for addressing current educational inequities. Through this reflection, I illustrate how the personal, when critically examined, becomes a site for dreaming of collective healing and advancing social justice.</p>