The students and I use the classroom to engage critically with questions that connect developmental or postmodernist paradigms with lived realities. Previously, as a teaching assistant at the UCT Anthropology Department, tutorial classes functioned as smaller interactive divisions of the larger lecture course, enabling students to engage deeper with their material. As a guest lecturer in Public Health at the University of Zambia, I worked with students from health-related fields, drawing on insights from my ethnographic fieldsite on medical pluralism in Zambia to foster dialogue between biomedical frameworks and local healing practices. At the Council on International Educational Exchange, I co-design the learning syllabus for students from the United States, who bring additional perspectives from their placements in Cape Town. This global and cross-societal context enriches the classroom, allowing us to value established scholarly frameworks, workplace experiences, and the varied knowledge students contribute. My teaching is an intellectual stewardship with students from across the world—an ongoing practice of sharing concepts and co-creating knowledge that equips them to confront challenges ranging from inequalities to resource distribution, misinformation, and the social consequences of hegemonic decision-making meted out by dominant developmental paradigms or algorithms.