In this critical autoethnography, I draw from MotherScholar, entanglement, and border theories to weave my identity as a Latina mother, doing the work of linguistic maintenance for my bilingual son, and my identity as a language teacher educator, grappling with moral injury. I particularly address my own critical consciousness: the ways in which I have navigated my newly understood complicity in the moral injury of teachers of bi/multilingual learners and the avenues I have sought to remain hopeful and courageous considering intractable ethical educational dilemmas and dehumanization in schools.