This article discusses the geo-political operations of student resistance in global feminisms classrooms, a topic that is largely ignored in the feminist pedagogies literature, where a generic understanding of the feminist teacher as a white, American and/or Western, and upper-class PhD seems to dominate. Given that the number of minority faculty teaching at Western universities is on the rise, the author postulates that it is crucial to close this literature gap on the geopolitics of student resistance faced particularly by foreign-born faculty performing transformative teaching. The author intends to contribute to the scarce literature on the topic and inspire further knowledge production by and about feminist teachers otherized on multiple identity grounds, including geopolitics and nationality.