There is a growing acknowledgement of the need for greater knowledge plurality in our university curricula that reflects ideas and theories that have their genesis in both the global North and South. This paper reflects on not only the importance of knowledge plurality for students but also how this can be achieved in a large class environment. Through the careful section, sequencing, pacing and assessment of knowledge, the dual challenges of introducing a range of new, often complex knowledges, in a large class environment can be successfully navigated. Further, I found that creating multiple zones of proximal engagement, together with introducing knowledge in different formats can mitigate the potential high cognitive load such a course places on students. Ultimately, the plurality of knowledge encountered provided students with exciting new ways of understanding and explaining international relations in a myriad of context and the large class context did not distract from this outcome.