In this interview, poet and LGBTQIA activist Minnie Bruce Pratt shares the development of her pedagogy as a new teacher, the connections between her classroom practices and the women’s liberation movement, and some of the assignments she teaches to help people understand themselves. Paradoxically, Pratt offers both a reminder of the limitations of the classroom as a site for change and specific classroom practices and assignments that thoughtfully enact a pedagogy developed from her life’s work for liberation.

This multimedia article shares five short video-recorded stories that highlight specific moments of struggling to practice antiracist and linguistic justice values within different disciplinary situations: giving feedback on student writing, training tutors in the writing center, working with pre-service teachers, debating learning objectives in department committees, and responding to prescriptivist attitudes from colleagues. This praxis-driven work responds to Inoue’s 2019 CCCC Chair’s Address and his calls to confront white language supremacy by providing vulnerable accounts of the intellectual, interpersonal, emotional and pedagogical labors and challenges involved in fighting for raciolinguistic justice. Teachers and administrators may find the video stories and accompanying reflections useful when developing pedagogical approaches, designing professional development workshops, or reimagining departmental policy-making and curriculum development.