ABSTRACT
This chapter introduces the notion of creative resistance as a practical form of using the arts as resistance in a high school setting. It presents the conceptual framework of creative resistance and its importance in marginalized schools with underfunded art programs. The author offers the following two contributions. First, together with students, the author co-constructed the critical approach of La Lotería; using the students' knowledge, the author was able to create a consciousness that provided a culturally relevant means of resistance to the realities of their environments. Second, the author introduces the conceptual framework of creative resistance that brings together and extends the theories of critical pedagogy, funds of knowledge, and critical race theory. Creative resistance, reflected through the image of the paraguas, can be used as a tool for protecting the self from the toxic surroundings and oppression present in students' multiple environments, particularly those found in academic spaces.
