As schools become increasingly shaped by global migration, they emerge as contested spaces where cultural diversity coexists with entrenched racialized hierarchies. Within these landscapes, immigrant teachers often face epistemic silencing and symbolic racism that devalues their knowledge, linguistic repertoires, and professional identities. This chapter examines how immigrant teachers actively resist these exclusionary discourses and assert their right to teach, speak, and belong. Rather than being positioned solely as subjects of marginalization, these teachers engage in acts of pedagogical resistance by drawing on a pedagogy of love, an ethical, relational, and justice-oriented approach to teaching. Through counter-narratives and everyday practices, they challenge dominant ideologies rooted in colonial and white supremacist legacies and create more inclusive, affirming spaces for themselves and their students. Using an interpretive qualitative methodology, this study foregrounds the transformative work of immigrant teachers who, despite institutional constraints, advocate for humanizing pedagogies that honor difference, foster belonging, and disrupt normative educational paradigms.