In this Black feminist critical inquiry, I theorize the politics of race, gender, and geography in the context of a liberatory Black pedagogical space located in the United States. Using curated interview and observation data, I position an anti-racist pedagogue as a cartographer who employed method, content, style, and technique to map freedom routes away from schooling, a Dumasian site of suffering for Black students. I paint a narrative portrait that foregrounds sights, sounds, and felt tensions emerging from two manifestations of Black affective networks that constellated in the Black male critical pedagogue's classroom. Ultimately, I call for attention to the construction of liberatory education spaces created to address the comfort and needs of not only racially minoritized learners but also students who embody sexes, genders, and gender performances marginalized in white-dominant culture. Such pedagogical spaces, I argue, can be a refusal to indulge the ontological, epistemological, and existential project of whiteness.