Through our reading of the memoirs of women political prisoners in Morocco, Iraq, and Iran, this article explores the transnational feminist praxis of building solidarity. We cross-read these memoirs in the context of Aboriginal women's encounter with state violence in Canada. This cross-reading and contemplation are intended to trouble the liberal notions of multiculturalism, settlement, and integration and to connect transitions in the lives of women who deal with war, militarism, racism, violence, and poverty. Therefore, the question we address is how to read the memoirs in the context of history and find the missing links between, for instance, colonization and migration, militarization and liberal democracy, racism and multiculturalism? How can we read them in the context of Canadian history and contemporary geopolitical positioning? In this article, we discuss the memoir genre in relation to public pedagogies, describe the memoirs on which we focus, discuss their main themes that emerged from our analysis, and explore the ways in which they intersect. We read the memoirs as living texts of society, culture, and history; in other words, we read the social and historical through the voice of the individual. Our aim is to explore the possibilities of teaching memoirs and developing memoir pedagogy as a transformative adult education option.