This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. "Communication Education," 41(1), 1-25. https://doi-org.bibliotheek.ehb.be/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be "emancipatory" rather than "reformist." To make our point, we offer a metareview of over a century of literature published in the "Quarterly Journal of Speech" (1915-1952) and "Communication Education" (formerly "The Speech Teacher;" 1952-2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities.