In this article, the authors unpack a first-year college seminar where students explored digital representations of self-afforded pedagogies of possibility for traditionally marginalized student populations, specifically students of colour and first-generation college goers. An artefact analysis model is used to trace the relationship between the design decisions we made about the course and what these decisions afforded students in terms of their understanding of the relationship between identity, narrative and digital media production. The authors found that certain key pedagogical choices--from individual assignments to the presence of an authentic audience for their radio pieces--empowered students to make informed decisions, explore personal identities and represent themselves using the digital audio medium.