Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as vehicles for hope and possibility. I argue that epistemic authorship is a crucial dimension of critically conscious DLBE teacher preparation.