Teaching antiracism is a political project, which will be especially challenging in a university environment which has traditionally valued "objective" and "apolitical" knowledge. This analysis focuses on specific pedagogical practices which promote an antiracism framework, with specific attention directed to the "process" of learning antiracism and how these goals may be furthered within the academy. Exploring some of the inherent challenges and benefits associated with dominant group members assuming responsibility for antiracist teaching, the focus of the paper will also be to examine specific pedagogical practices which may be helpful in introducing students to such emotionally powerful material. The efficacy of such practices will then be explored as a means of challenging the status quo and envisioning a less Eurocentric approach to higher education.