This chapter explores our hope that the critical, reflective use of sound as a modality might disrupt the circulating rhetorics of multiculturalism and other safe, schooled responses to racism. We first situate our pedagogical approaches with hip-hop and sound in our introduction and then share individual reflections that explore why and how we taught with hip-hop. We also provide a five-part conversation between us four authors about the complications of teaching with hip-hop, how we challenge ourselves as instructors, and how we need to trouble one-dimensional definitions of soundwriting. You'll also find our syllabi and four distinct assignments to steal, borrow, or remix, located at the bottom of our individual reflection pages and on the resources page. Make sure you check out our conclusion before you leave, which briefly outlines some precepts we feel are essential for any teacher to consider as they think about the politics of their pedagogies, soundwriting or otherwise.