This chapter focuses on teaching four basic cultural competencies that represent pedagogical goals in the author's class: The Class Setting, Pedagogical Goals, and Theoretical Frames. Dialogue offers the opportunity to have critical experiences. Intersectionality was initially conceived as a way to present a simple reality that seemed to be hidden by conventional thinking about discrimination and exclusion. Comedy plays a big part in the issue of race. Teaching oppression and privilege from an intersectional approach implies that students learn that they have multiple identities, which intersect and interact on multiple levels. Ferber cites a number of advantages to this pedagogical approach. The intersectionality approach is perfectly consistent with the dialogic approach, as it provides students with the most realistic account of how oppression and privilege actually operate in daily lives. In using all approaches, instructors need to be mindful not to use students of color to enhance the educational experiences of white students at the expense of students of color.