As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as like-minded graduate students studying dance education. During rare but precious opportunities to converse about roles as teaching artists in schools, they find that their values and questions align. As white, female educators who work with many students of color and of low socioeconomic status, they question intersections of race, class, gender, and dance, as well as their own positions of power. The authors believe strongly in their role as facilitators, not sole authorities, of dance. Their teaching is rooted in the tenets of critical feminist dance pedagogy--building community and relationships; acknowledging student emotions, experience, and authority; and valuing multiple perspectives (Stinson, 1993). In this article, the authors explore strategies for connecting meaningful dance making in classrooms to social activism and positive change in the world, while recognizing the inherent uniqueness of each teaching and learning experience.