Feminist teaching often tries to implement prefigurative politics, i.e. spaces that embody here and now those forms of social relationships that are the goals of the (feminist) movement (Boggs, 1977, p.100). Similarly, feminist pedagogy often tasks itself with the mission to create “safe spaces” for learning, where students feel safe enough to share their thoughts and feelings (Holler and Steiner, 2005). Although it is important and legitimate to foster spaces where everyone participates, especially people who rarely speak up in public spaces (women, people of colour), I argue, following hooks (1994) and Barret (2010), that it is neither possible nor desirable to try to create a “safe space” in the classroom. Instead, I suggest we ought to invest in the concept of “learning spaces” and to construct feminist pedagogical practices that aim to better equip students to become transformation actors negotiating with imperfect contexts and people.