This powerful, inclusive, and timely collection of critical essays engage the meaningful ways educators bring to bear their intersectional identities through critical pedagogy, consequently transforming the classroom (physical, virtual, or otherwise) into sites for social change. This collection offers diverse accounts of intersectional experiences that include moments of success, failure, reflection, privilege, oppression, empathy, and growth. This book deserves to be in the repertoire of any teacher invested in developing a more holistic and critical understanding of how we can center social justice, self-reflexivity, vulnerability, and care to create a more ethically engaged pedagogy fueled by radical love.

Fatima Zahrae Chrifi Alaoui, San Francisco State University

Communication and Identity in the Classroom presents bracing autoethnographic articulations of educational experience; selves critically telling and unpacking experiences in/on the cultural terrain of education that are reflective, reflexive and refractive in their critical intent. Each autoethnography of educational experience thus provides the reader with templates of sociality that help to render extraordinary and everyday experiences readable while inspiring acts of educational justice. Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy is a must read for those interested in the confluence of keywords in critical cultural analysis: communication, identity, classroom, intersectionality, autoethnography and critical pedagogy. And how these keywords speak in a tensive collaboration to the practiced positionality of human social exchange and meaning making in educational contexts. All of which, recognizes the whole person in the challenged construal of transforming self and society through educational activism, building a politic of critical praxis.

Bryant Keith Alexander, Loyola Marymount University

This timely, engaging, and fluid-edited book shows a step forward in the scholarship of Critical Communication Pedagogy. By bringing voices from Other bodies and interweaving the thick and layered intersectionalities, Communication and Identity in the Classroom showcases the vulnerable, embodied, imperfect, and emotional experiences from instructors within and beyond the college classroom. This edited collection is a powerful intervention to disrupt white and Western productions of pedagogy scholarships and is a must read for students and scholars in the field of Communication Studies.

Dr. Andy Kai-chun Chuang, LaGuardia Community College, CUNY

In this current political and historical moment, critical pedagogies are as crucial as ever to raising awareness about and making meaningful changes for marginalized people and their communities. In Daniel S. Strasser’s Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy, some of the most brilliant critical pedagogy scholars come together to offer 14 compelling chapters that are deeply personal, continuously thought-provoking, and that constitute indispensable contributions to an ongoing and vital academic movement. This book is essential reading for those who seek to make positive social impacts through their teaching and mentoring.

Jimmie Manning, University of Nevada

Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy is an important edited book that centralizes intersectional perspectives on communication education. It not only locates critical issues in differences such as race, gender, sexuality, queerness, class, and the body; but it also brings forth diverse sets of conceptual and methodological orientations to critical pedagogy. This book is meant to open up more space to (re)consider communication issues in the classroom more now than ever.

Dr. Shinsuke Eguchi, University of New Mexico

Invaluable to the zeitgeist of social change in 2020, this book meets calls for diversity and inclusion in the academy through its breadth of intersectionally marginalized voices. The authors inspire solidarity and allyship, while inviting introspection, by uniquely situating their critical pedagogies through lived experience. A robust reader, this collection offers tangible outcomes towards a pedagogical epistemology and praxis that fosters social justice in the classroom.

Dr. Nicole Files-Thompson, Lincoln University