Omar Swartz and Ware McGuffey's essay, "Migrating Pedagogy in American Universities: Cultivating Moral Imagination and Social Justice," available in this issue of "Communication Education," offers an overview of the current landscape in higher education and, in particular, the challenges immigrant students face, historically and in the present moment. They draw on hooks's (1994) discussion of education as the practice of freedom, gesturing toward dialogic pedagogy as a social justice imperative to enact empathy and understanding. As educators invested in a critical performative pedagogy, the authors of this article, Bernadette Marie Calafell, and Andy Kai-chun Chuang echo that call, which is an appeal similar to those made by Conquergood (1985) and Fassett and Warren (2006). Calafell and Chuang, write here that they are committed to the ethics of dialogic performance to create more just spaces in higher education. They adapt the guiding ideals of the dialogic performative to a performative pedagogy, specifically intersectional reflexivity and radical honesty, as a way of being or witnessing in the face of injustice and violence against undocumented students and other immigrants. While they realize there are no easy answers, and pedagogical practices must always be informed by critical reflexivity and content, they draw upon some of the ways they work toward creating the dialogic performative or coperformative witnessing in their own classrooms in the hope that they can model dialogue for immigrant and nonimmigrant students alike (Conquergood, 1985; Madison, 2007).