Abstract
Engaging in liberatory praxis at times means operating outside of set or limiting boundaries. As such, this article is written in the first person to highlight both a praxis of freedom (outside of the status quo) and to show impact. It pays homage to elder educators in the process of (re)membering those who have paved the way for liberatory praxis and influence my personal educational philosophy presented here for guidance. Student voices are amplified in the process of highlighting ways that (re)searching, (re)visioning, (re)cognizing, (re)presenting, and (re)claiming are actualized to engender educational freedom across curricular content in a higher educational setting.
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