At the heart of this essay is a series of narratives about classrooms and teaching in both undergraduate and graduate spaces. Classrooms represent geographies of Black Feminisms for the author because, above all else, a critical/ intersectional/ anti-racist pedagogy in classrooms is the practice of a Black Feminist imaginative. Black folx and Black language run social media/digital communication right now; yet there has not been a digital classroom approach that matches the current, public Black digital pedagogies. Only the imaginative can think up new possibilities for classrooms and communities right now. To that end, the author opts for a Black feminist narrative-meditation towards such imaginative work. This essay circles multiple narrative-meditations in relation to the various communities in which the author works that link specifically with Black feminist ways of knowing and doing. As a series of meditations rather than a presentation of research-driven answers and findings, the author asks explicit questions for renewed focus and presence.