This chapter revisits the culture debates of the 1980s and 1990s and mobilizes postcolonial theory and perspectives from the field of cultural studies to offer broad and specific recommendations for reforming the teaching of the current canon of nineteenth-century Russian literature. The author argues that creating an inclusive canon means de-centering Russian perspectives and imperialist narratives, reaching toward texts perceived as “minor” to enhance the curriculum with critical, colonized perspectives. The chapter concludes to argue that what and how we teach should be in harmony: decolonizing course materials must be paired with a view of “education as the practice of freedom” (Scapp, Reclaiming education: moving beyond the culture of reform. Palgrave Macmillan, 2016). A brief summary of a course module on representations of Cossack subjects in the survey helps frame the broader call for adopting non-hierarchical teaching methods and adopting writing assignments that embrace student emotional and creative strengths.