There is scant research literature on the interconnection between spirituality and anti-oppressive pedagogy in the higher-education classroom. In this paper, based on a broader qualitative study that examined spiritually-minded activist scholars in the Canadian university context, I focus on how four such scholars integrate spirituality into their teaching practices. Two themes are presented in this paper: (1) toward a pedagogy of hope; and (2) affirming different ways of knowing. I conclude with the argument that teaching from a spiritual paradigm is fraught with challenges and risks yet has positive implications for developing anti-oppressive pedagogy in higher education. (Contains 5 notes.)