In her efforts to present her students with material that is socio-culturally informed, current, and ultimately liberatory, dance educator Cara Hagan has developed methods of engagement across levels of study. These methods honor voices of color, dance styles derived from various diaspora, and mitigate the censure and control of the dancing body of color. Hagan begins this article with a presentation of readily-adoptable practices for illuminating, advocating for, and championing diverse voices and experiences with regard to race, gender, and class, through project-based and curricular work. Hagan then discusses two projects: (1) a single assignment embedded within a larger, general education class experience; and (2) an entire class in her program. Both offer insight into how educators in dance programs across the collegiate landscape can imbue their course work with more diversity and cultural sensitivity, despite institutional challenges.