Telling difficult truths: Dr. Nawal Musleh-Motut’s mission to decolonize media

Featuring: Dr. Nawal Musleh-Motut – Assistant Professor, Media and Communication

From classrooms to critical resistance, Dr. Nawal Musleh-Motut brings both vision and voice to the study of media and communication. A scholar, teacher, and advocate with deep roots in decolonial and social justice pedagogy, she challenges students not only to learn about the world—but to help change it.

Nawal joins the School of Culture, Media, and Society at the University of the Fraser Valley (UFV) as an Assistant Professor of Media and Communication, offering courses like “Decolonizing Media,” “Storytelling, Photography, and Resistance,” and “Gender and Media.” Her research is shaped by lived experience, and her teaching is grounded in care, critique, and courage.

In this conversation, Nawal shares her journey as an educator, the driving forces behind her research, and the words she carries into every classroom.

College of Arts: Could you start by sharing a bit about your journey as an educator?

Nawal: Prior to joining UFV, I spent eleven years teaching undergraduate research, media, and communication courses grounded in decolonial, critical race, and intersectional social justice theory and practice.

As an educator, my main goal is to equip diverse students with the ability and confidence to apply communication and media related theories, methods, and practical skills through a decolonizing, anti-racist, and socially just lens, both inside and outside of the university.

Thankfully, I’ve been successful in achieving my teachings goals across a wide range and level of interdisciplinary undergraduate courses, but I’m constantly striving to advance my understanding and application of educational theory and practice.

For example, my postdoctoral research highlights the dangers and counters the consequences of institutional performances of equity, diversity, and inclusion, which support the neocolonial and neoliberal status quo, by creating decolonial and just futurities through teaching and learning – that is, by imagining what such a future might look like and then working to create it in the present using the pathways, tools, and resources currently available to us.

Two major components of this research were the Decolonial Teaching and Learning Seminar Series and the Decolonizing and Indigenizing STEM Website, in which my student research assistants and I helped faculty members apply decolonial thinking and doing to their own learning and teaching.

I’m excited to apply the lessons learned from this project to my teaching, research, and service at UFV.

CoA: What inspired you to specialize in your field?

Nawal: My research, writing, and teaching are all influenced by my lived experience as a Settler of Palestinian descent. My family left our homeland to avoid living under occupation, but this meant that we came to occupy unceded Indigenous land. As a result, I’ve come to develop a kind of double vision shaped by two instances of settler colonialism. It’s enabled me to critically reflect on my privileged position and responsibilities as a Canadian Settler, while simultaneously binding me in solidarity with Indigenous struggles for decolonization, sovereignty, and justice.

Experiences like mine and countless others are significant to media and communication studies, as it’s through narrative and images that settler colonial power is both sustained and, most importantly, resisted.

CoA: What do you hope your students take away from your classes?

Nawal: Again, I really want my students to gain the confidence to apply what they’re learning in my courses, both inside and outside of the university. This includes nurturing critical thinking and media literacy skills, as well as empathy for and solidarity with those experiencing discrimination, oppression, and/or  injustice.

CoA: Reflecting on your career thus far, what has been the most rewarding aspect of being an educator?

Nawal: I love working closely with students to critically grow their knowledge of themselves, others, and the world and then watching them use their learning to create a generative life for all.

CoA: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Nawal: My late Masters supervisor, Dr. William L. Cleveland, always told me that “the beautiful things are difficult.” Although I think the phrase originates from an ancient Greek proverb, he meant that the most significant and rewarding things you’ll do in life will also be the most challenging and risky. He was right! It’s undoubtedly the best and most inspiring advice I’ve ever received, and it continues to motivate not only my research, writing, and teaching, but also my entire life.

Dr. Nawal Musleh-Motut brings more than knowledge to the classroom—she brings vision. In her work, media becomes a mirror, a window, and a tool for change. Her teaching isn’t just about information—it’s about imagination, resistance, and the courage to build better futures.

Through her courses at UFV, students are not only invited to examine the world—but to shape it.

Curiosity and courage: Sue Hampton’s formula for embracing the unknown

Featuring: Susan Hampton (Sue), Assistant Professor of Arts and Integrated Studies

From Seoul to Surrey, classrooms to international development, Susan (Sue) Hampton’s career has never followed a straight line. And that’s exactly what she teaches her students: that success often comes from embracing the unexpected.

Now an Assistant Professor in the College of Arts at the University of the Fraser Valley (UFV), Sue brings her global experiences, her deep commitment to adult education, and her passion for critical pedagogy into every lecture, conversation, and curriculum she designs. With roots in psychology and a career journey that spans continents and disciplines, Sue knows firsthand that life doesn’t always come with a clear blueprint — and that’s something to celebrate.

In this conversation, we hear from Sue about her unconventional path, the values that drive her work, and the advice she hopes her students carry long after their time at UFV.

College of Arts: Could you start by sharing a bit about your journey as an educator?

Sue: My journey was definitely non-traditional. I started at UVic as a Psychology major and honestly had no clear career path in mind. After graduating, I moved overseas to teach English in South Korea and Taiwan. I had planned to stay for just a year — and ended up staying seven! I loved teaching far more than I expected.

Back in Canada, I dabbled in international development, and my work at the Coady International Institute is where I really became intrigued by adult education and critical pedagogy. That led me to pursue a Master’s in Educational Leadership at UVic, and since then, I’ve worked in all kinds of educational roles: curriculum development for K-12 sustainability resources, supporting graduate students at SFU, and as an educational developer at UBC. Each step taught me something new — and now I’m thrilled to be back in the classroom working with undergraduates at UFV.

CoA: What inspired you to specialize in your field?

Sue: While at SFU, I was helping graduate students prepare for life beyond their PhDs. Many were feeling anxious about leaving academia, unsure of what their next steps could be. That really opened my eyes to how deeply people struggle with career uncertainty — especially in academic environments.

My doctoral research focused on the career development journeys of PhD students who pursue non-academic careers. Through that, I became immersed in the theories and practices of career education. Now, I use those tools to help all students feel more confident in their evolving career paths.

CoA: What do you hope your students take away from your classes?

Sue: I want them to walk away feeling empowered. I teach Professional Practices courses where we explore not only career development theories like Planned Happenstance, but also the idea that it’s okay — and even beneficial — to not have a perfectly mapped out plan.

I hope they become more confident in their skills and open to trying new things. It’s all about curiosity, taking small risks, and trusting that opportunities will come when you engage with the world around you.

CoA: Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Sue: Seeing students transform their mindsets. Many come in thinking they need a perfectly mapped-out plan. When I help them realize that careers unfold over time — and that it’s okay not to have all the answers — I see real relief and confidence begin to form.

That transformation, where anxiety gives way to self-assurance and possibility, is the most rewarding part of what I do.

CoA: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Sue: You are not static, and neither is the world. Everything evolves. Let go of the need to control every detail, and remain open to the unexpected. Keep moving forward, even if the path is unclear. Often, the best opportunities show up when you least expect them — and when you’re ready to say “yes.”

Sue’s story is a powerful reminder that a meaningful career doesn’t require a perfect plan — just a willingness to stay curious, take chances, and follow where your passions lead. In a world that often demands certainty, Sue champions the courage to embrace change.

Whether she’s guiding students through career theory or encouraging them to try something new, Sue brings wisdom, warmth, and an unwavering belief in the power of possibility.