Abstract. We work at rethinking our knowledge practices and at making geography and theory formation more just, and we tend to focus on research and not on teaching. Similarly, when investigating who is seen as producing legitimate theory and where, we rarely answer that students do. This contribution therefore offers a double-barreled argument: that we should also answer epistemological debates and better our practices by centering teaching in our scholarship for once and that we should consider the classroom a space for theory formation by students. This argument insists on the political and epistemological importance of problematizing the location of our teaching and bringing together the two traditions of feminist epistemologies and critical pedagogies.