In this article, we welcome the reader into our embodied teaching experiences. We invite the reader into our classrooms to see how our social justice pedagogies occur in real time and are experienced by the intersections of our race/ethnicity, gender, and sexuality. In this article, using narrative vignettes and autoethnography as our method, we explore the following research question: What contradictions and tensions characterize the relationship between traditional approach instructional communication and social justice/critical pedagogies? We discuss the concept of embodied positionalities, which we refer to as teaching from the flesh, and we introduce several short vignettes that highlight the intertwined nature of our identities, embodied teaching, and the importance of social justice activist approaches to communication pedagogy.