To address the theme of this special issue--namely, the major challenges faced by teacher education in an increasing global society--the author finds herself returning to her earlier work. This return-intellectual-migration gives depth and meaning to the experience of immigration and speaks to the sensibilities (or lack thereof) that many teachers hold toward Mexico's immigrants. In "Subtractive Schooling," the author elaborates the view that schools are less about instilling youth with global competencies and more about subtracting their languages, cultures, and community-based identities, much to their academic detriment. The author's recent life-altering experience of finding her extended family in Mexico leads her to recast subtractive schooling as an act of betrayal, with schools acting as handmaiden to society's larger project of cultural, linguistic, and historical erasure. Through the assimilation process and a corollary deidentification from Mexico, Mexicans, and things Mexican, the ideologies, policies, and practices that make up subtractive schooling promote familial estrangement and deidentification.