How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial 'cracks'? How do these 'cracks' -- understood as the extant and nascent fissures in the dominant order -- take form? Who are the 'crack-makers' and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of 'quality education'? And finally, what might a reading and rereading of Paulo Freire offer in this regard?