This research paper aims to document narratives on diversity and inclusive education and to understand the collaborative mechanisms used by teachers and families seeking recognition of diversity and disability in schools in Spain. To achieve these objectives, over 700 people have collaborated to generate new narratives of resistance that make possible inclusive and critical encounters and processes. This collaboration has been carried out through methodologies such as Participatory Action Research (PAR) that, combined with biographical and narrative research, are nourished by individual experiences having as their axis the collective construction of meaning. As the results show, this interconnection between narratives that are normally condemned to exclusion and loneliness allows the complexity of reality to be understood through hope. At the same time, this turns teachers, families and students into activists, forming networks of mutual support and resistance that lead to resilience processes, aim at structural transformations and act for the benefit of the educational community.