While the genre of testimonio has deep roots in oral cultures and in Latin American human rights struggles, the publication and subsequent adoption of This Bridge Called My Back (Moraga & Anzaldu´a, 1983) and, more recently, Telling to Live: Latina Feminist Testimonios (Latina Feminist Group, 2001) by Chicanas and Latinas, have demonstrated the power of testimonio as a genre that exposes brutality, disrupts silencing, and builds solidarity among women of color (Anzaldu´a, 1990). Within the field of education, scholars are increasingly taking up testimonio as a pedagogical, methodological, and activist approach to social justice that transgresses traditional paradigms in academia. Unlike the more common training of researchers to produce unbiased knowledge, testimonio challenges objectivity by situating the individual in communion with a collective experience marked by marginalization, oppression, or resistance. These approaches have resulted in new understandings about how marginalized communities build solidarity and respond to and resist dominant culture, laws, and policies that perpetuate inequity. This special issue contributes to our understanding of testimonio as it relates to methodology, pedagogy, research, and reflection within a social justice education framework. A common thread among these articles is a sense of political urgency to address educational inequities within Chicana/o and Latina/o communities.