Progressive professors working to transform the curriculum so that it does not reflect biases or reinforce systems of domi­nation are most often the individuals willing to take the risks that engaged pedagogy requires and to make their teaching practices a site of resistance.

In her essay, “On Race and Voice: Challenges for Liberation Education in the 1990s,” Chandra Mohanty writes that "[...] Uncovering and reclaiming subjugated knowledge is one way to lay claims to alternative histories. But these knowledges need to be understood and defined pedagogically, as questions of strategy and practice as well as of scholarship, in order to transform educational institutions radically."

Teaching to Transgress, Bell Hooks