This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues for the need for intentional curricular design that incorporates the ethnic diversity of Spanish-speaking communities at all levels of undergraduate Spanish-language instruction and proposes that literature written by Spanish-speaking writers of African descent should always be an integral part of the introductory literature course. In this course, literature is examined as an expression of culture and used as a tool for the development of both critical thinking skills and intercultural competence. While inclusive teaching methodologies are inherently universal and have application in teaching literature in any language, what follows describes an approach to teaching Afro-Hispanic literature in undergraduate Spanish classes that ensures the development of intercultural competence, endorses a pedagogy with a foundation in antiracist philosophy, and is rooted in inclusive and equitable teaching practices that is both deliberate and student-centered.