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Visual media have long been recognized as a means of inspiring affective or emotional responses among consumers and/or spectators. Within the context of postsecondary classroom settings, visual media, combined with "educultural" (Lea and Sims 2008) teaching strategies, are hailed for their ability to disrupt dominant cultural notions of race, including color blindness and white privilege. This paper explores how the inclusion and critical interpretation of various forms of visual media in my undergraduate anthropology class opened up a productive discursive space for challenging color blindness in Canadian society. Such strategies are increasingly important to incorporate within teaching contexts as color blindness allows embedded or institutionalized forms of racism to persist. Using an example derived from ethnographic data, I document how the introduction of visual media stimulates an affective response among students. Such a response is necessary to unsettle color blindness and to open up a more inclusive and accepting space within university education. [ABSTRACT FROM AUTHOR]