Rhetorical education has been posited as the way in which educators and students communicate for communal purposes and ends. Since communication is broadly defined—written, oral, visual, and embodied—rhetorical education is a study and practice of the ways in which individuals engage in diverse forms of meaning-making. At the heart of rhetorical education, then, is the opportunity for teacher-scholars to examine how students assert their identities, develop communal identification, or resist certain pedagogies and the ideologies inherent within them through engaging in literacy and communication. Turning to histories of education gives teacher-scholars more insight into this examination, particularly when thinking through national drives that informed pedagogical practices, including those aimed at assimilation. Therefore, rhetorical education is deeply involved with past pedagogies that informed, facilitated, or inhibited students’ entrance into communities and other educational spheres. Situating rhetorical education in the past enables educators’ reflections on cultural forces that informed and continue to inform current teaching practices within localized, diverse settings.