This collection, edited by Daniel S. Strasser, was unearthed from the demand for more inclusive and expansive dialogues on intersectional identities, ethnicity, neuro-diversity, physical ability, religion, sexual orientation, class, and gender performance in academia. The autoethnographic and narrative accounts within Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy offer personal, experiential perspectives on the power of identity to influence educators in classroom and mentoring spaces. The multiple perspectives offered here promote dialogue about how personal experience provides the ground upon which we build more dynamic relationships and communities. The contributors’ experiences offer examples for a more expansive understanding of privilege, oppression, and identity. These seeds for conversation nourish discourses that build new communicative bridges between educators and students as we prepare to face the next interaction, class, and challenges and opportunity for resilience. This collection invites educators to be critical of their bodies, of their politics, of their intersecting identities, and acknowledge in words and actions that our bodies are political. Throughout this collection the contributors expand upon theories and methods of critical communication scholarship, radical love, and intersectionality using their embodied pedagogical experiences to ground the scholarship.

Contributions by: Lance Kyle Bennett, Jahnasia Booker, Bernadette Marie Calafell, Antonio T. De La Garza, Aayushi Hingle, Kathryn Hobson, Richard G. Jones, Sergio Fernando Juárez, Brandi Lawless, Lore/tta LeMaster, Meggie Mapes, Andrea L. Meluch, Eddah Mbula Mutua, Bri Ozalas, Tomeka M. Robinson, Rachel E. Silverman, Andrew R. Spieldenner, Daniel S. Strasser, Sachiko Tankei-Aminian, Elizabeth Y. Whittington, Elizabeth Whittington