How can educators create space for students to practice making the worlds we are trying to collectively build? Inspired by genealogies that are grounded in and emerge from social movements, this paper uplifts the possibilities, tensions, and new questions that emerge when we take seriously the role of our classroom pedagogies. The authors offer a reflexive, methodological approach that pushes against the theory/practice divide and that stays with the importance of inhabiting theory through practice. They reflect on the role their classroom pedagogies in enacting their commitments to justice, organizing their offerings around the following themes: (1) "Enter," or how their learnings from previous teaching experiences shape praxis through the pauses, recalibrations, and persistent questions they provoke; (2) how they "Open" and create space in their classrooms through rituals and routines, and toward what ends; and finally, (3) how they aim to "Build" with their students within and beyond the bounds of the classroom. The authors share the guiding questions that prompted these reflections, as well as the echoes across their offerings, inviting readers to reflect on their own teaching practice in community.