“Education without national consciousness is not education”: How Palestinian teachers resist the ongoing Nakba This article explores the position that education holds in the quest for Palestinian liberation by focusing on the role Palestinian teachers working for UNRWA in Lebanon have played as quiet revolutionaries. We draw on an oral history project with now retired Palestinian teachers who were born before or immediately after the 1948 Nakba, became teachers during the thawra (the revolutionary period in the 60s and 70s), taught through the Lebanese civil war (1975-1990) and the Israeli invasion and occupation of Lebanon (1982-2000). We analyze how teachers made sense of the dynamic and contradictory landscape of education, and how they forged educational practices to resist Palestinian dispossession. Drawing on a recent article in which Eghbariah defines Nakba as an ongoing process, we expand on the argument to 1) understand how that process extends beyond the fragmented territories of historic Palestine, 2) consider education as a key site where Nakba continues to unfold; and 3) analyze teachers as political actors who craft diverse resistance practices grounded in the right to self-determination. Our analysis offers a historical lens on the current Israeli assault on the entire educational system in Gaza, and explores the critical and contradictory role that education plays in the Palestinian resistance movement.