Abstract
A process of critical reflection, mediated by autobiographical writing, can help bilingual educators reclaim cultural resources and consider how they might be integrated into their personal teaching philosophies. In their personal teaching philosophies, minority educators can bridge life history, culture, and pedagogy and construct their role identity as teachers in a manner that supports minority children and their parents. The types of cultural resources identified in bilingual educators' autobiographies are presented along with a case study of a bilingual educator that examines the role that a key cultural value related to education plays in her personal teaching philosophy.
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