This paper problematises the activist underpinnings of intercultural education. It draws on the recent 'critical' works that have unravelled how interculturality is anchored in hierarchical relations within knowledge which reseat the Western conceptions of 'intercultural', 'criticality' and 'epistemology' at the front. The premise of this paper is that decolonial rationales and impulses are constitutive epistemological logics in theorising and doing interculturality otherwise in education. It discusses critical interculturality as a movement of decoloniality that orients education to disrupt power asymmetries. This paper presents intercultivism and de-westernised consciousness as decentering approaches for theorising and practising interculturality in education otherwise.