In this essay, the authors discuss how collaborative course design fundamentally reshapes power structures within the classroom, opening traditional texts and canonical authors to generative readings. Through the design of an introductory‐level literature course centered around a single celebrity author, Charles Dickens, the co‐teachers detail how students came to see authorship as an inherently collaborative act, and through the lens of Foucault's “author function,” how these students came to see themselves as both collaborators and authors. This course, from inception to execution, was a collaborative effort grounded in feminist pedagogy, and as demonstrated by student feedback and the project examples included in the appendix, this pedagogical approach empowered the students to recognize themselves as co‐creators of knowledge within a classroom.

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