The field of global health currently sits at a watershed moment in time. As the field continues to wrestle with the legacy of generations of neocolonialism, it is of critical importance that global health students are equipped to lead the field-in-flux into which they will emerge. In line with Freirean tradition, I see my classroom as a tool for social change, preparing future global health professionals to reshape the field for justice and equity. The reality of higher education in the Global North is that I am less likely to have a classroom of the people mentioned in Freire’s “Pedagogy of the Oppressed”. Instead, I am much more likely to have learners who have benefitted from the hegemonic power structures that dominate global health. As such, I have recontextualized Freire’s work in radical education around a “Pedagogy of the Oppressor”. In such a context, students are challenged to critically examine their positionality and ethical responsibilities, awakening a critical consciousness oriented towards equity. I see myself as a coordinator of this process, suggesting a framework for learning while allowing students to explore with autonomy. In this aim, my instructional style situates the learner as an expert, capable of co-producing the learning environment.