Doctoral education is a time of profound identity shaping. Educational leadership continues to be dominated by assumptions about Whiteness and maleness as well as calls to center social justice in the educational leadership curriculum. In this paper, I describe the critical pedagogical approaches and underpinnings I used in the genesis, structuring, and implementation of an educational leadership doctoral course focused on the specific intersection of Black women. I highlight the roles of dialogue, relationships, and my own positionality. Institutional leaders, educational leadership program leaders, and individual faculty must commit to reenvisioning educational leadership preparation through an intersectional lens to move toward educational justice. Finally, I offer a reflection on the iterative nature of social justice teaching and learning, highlighting imagination, passion, healing, and joy.