This article describes an intervention that challenges the hegemony of white curricula and educator ignorance outside a Euro-American perspective. It offers personal reflections on the process, content and reception of that intervention. Following a Freirean model of dialogue combined with person centred experiences as theory, Many Voices Reading Group was set up to use texts, dialogues, experiences and empathic encounters to enable black African and Caribbean students at a widening participation university to bring their wisdoms and strengths into the university space. This article suggests that with a pedagogy that validates the range of students’ experiences and the diversity of cultural capitals these generate, multiply voiced environments can enable higher education to become more meaningful, inclusive, and expansive, for students and educators alike
