Abstract
Reflecting on legislative changes in Utah and their implications for teaching topics related to social justice, this plática explores the challenges and the possibilities that exist in our pursuit of liberatory pedagogy. Relying on the work of bell hooks and Chicana feminist scholars, we argue that despite the challenges posed by restrictions to DEI, educators should rely on critical communication pedagogical approaches to promote transparency and intentionality, model vulnerability, build community relationality, and recognize our collective humanity. Recognizing teaching as an embodied experience, we argue through engaging in self-reflection and relying on critical pedagogical approaches, we are able to equip ourselves with the tools that allow us to find creative ways to continue the pursuit of education as the practice of freedom.
DOI
10.31446/JCP.2025.1.10
Author ORCID Identifier
Leandra H. Hernández: 0000-0002-0996-6456 
Sidi Becar Meyara: 0009-0005-3205-8383
Stevie M. Munz: 0000-0002-9089-9915
Recommended Citation
Hernández, L. H., Meyara, S. B., & Munz, S. M. (2025). Teaching to transgress in intercultural communication contexts in Utah: A plática approach. Journal of Communication Pedagogy, 9, 91–99. https://doi.org/10.31446/JCP.2025.1.10
