The ways in which both postfeminism and neoliberalism contest the legitimacy of traditional feminist dogma, which is to say second-wave principles and practices, becomes particularly acute in the classroom. Feminist pedagogies have largely been predicated on two socio-political givens that postfeminist and neoliberal logics disallow: (1) that feminism is a necessary and ongoing intervention in entrenched patriarchal systems of power, authority, and knowledge structures, and (2) that feminist practices are frequently, though not always, messy and contentious, aimed at giving equal voice to differences and, often as a consequence, the antithesis of linear efficiencies and market-based practices. In this article, the author will lay out the general concepts behind postfeminism and neoliberalism. She will also look at feminist pedagogy itself, its relation to popular culture, and the ways in which feminist pedagogies must learn to contest and accommodate hazy cultural understandings of postfeminism and neoliberalism by using the strategies offered by serious play and an embodied epistemology. She will then consider more practical strategies about what a retooled feminist pedagogy might look like in the classroom by turning to a specific course innovation she brought to a lecture class at Indiana University called Gender, Sexuality, and Popular Culture. (Contains 1 note.)