Introduction

This chapter argues that a university system, by design, and sorts students based on their conformity to hegemonic cultural patterns which often puts special populations at a disadvantage. It discusses how critically minded instructors can use critical communication pedagogy as a framework to learn about all special populations of students by challenging themselves and their students to understand issues of power, hegemony, class, race, and economic status, among others. The chapter examines various special populations such as international students, lesbian, gay, bisexual and trans, and queer (LGBTQ) students, prison populations, and first-generation students. It also discusses a narrative writing assignment which gives voice and visibility to special population students. The chapter also argues that one of the most significant challenges for educators teaching African American students at a predominantly Caucasian university is to comprehend the rhetoric of individuals from different races and other demographic variables.