I n the era of #MeToo and #SayHerName, internet "callout culture, " 1 Trumpism, Brexit, and an unprecedented global crisis of forced displacement-all abundantly represented in various forms of media-many college students are endlessly tuned-in to the most recent culture wars. Why and how do we teach W. B. Yeats today? I studied Yeats's "Leda and the Swan" (1924) in college as a poem about myth, centered on an epistemological question: "Did she put on his knowledge with his power[…]?" My students today consider it a "rape poem. " We celebrate the centennial of Yeats's even-more-famous "The Second Coming" (1919), a poem I studied as a prophetic revision of the Christian apocalypse for the post-World War I moment. My current students worry about Yeats being sacrilegious and exemplifying cultural appropriation with his use of stereotypical imagery of the Middle East. Did I even recognize that the poem was set in the Middle East when I was in college? I have long acknowledged that my students teach me as much as I teach them, and that literature's power and relevance become evident as it impacts subsequent generations in different ways. In this essay, I encourage scholars and teachers of Yeats to look anew at those works that are relevant to contemporary challenges in ways that strike many as problematic (a word my students and I overuse, but which I nonetheless embrace). The problematic category includes some of Yeats's most famous and frequently taught poems, including "Leda and the Swan" and "The Second Coming. " Both can help us engage with students about contemporary concerns, particularly sexual misconduct, cultural appropriation, and migration. Yeats's poems offer opportunities for nuanced and complex conversations that recognize many of our current challenges have a relevant history. Such conversations are all too absent from callout culture, and are not always encouraged by more so-called "politically correct" literary works. Our classroom conversations will be more productive if we work to suppress, to a certain extent, our recuperative strategies and tendencies. That is, we should not focus on excusing ("we can't expect Yeats to adhere to our versions of political correctness"), historicizing ("it was a different time"), or sanitizing ("let's look for underlying subversive currents") Yeats. While such critical approaches are crucial for some analytical projects, they can feel disingenuous to students, and they effectively reduce the complexity of the classroom conversations about Yeats's relevance to the contemporary challenges that are of utmost concern to our students. How can those terrified vague fingers push The feathered glory from her loosening thighs? And how can body, laid in that white rush, But feel the strange heart beating where it lies? (VP 441, ll 5-8) International Yeats Studies "slouches toward____, " can apparently be used without attribution in discussions of recent political events. 10 The phrase has characterized the presidency of Donald Trump ("America is slouching toward autocracy"), ...