Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students' experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to dominant cultural perceptions, authority structures, and power relations. Using extracts of students' texts and multimodal representations of cultural discourses, I focus on four 'moments' of intercultural learning: (1) the importance of connecting to history on one's own terms; (2) how knowledge and experience shape our relationship to the land; (3) the need for uncomfortable and vulnerable spaces as potentially facilitating anti-racist/decolonial pedagogy; and (4) the tensions around cultural appropriation in relation to teaching resources. In sharing these practical realizations of teaching in higher education I hope to contribute to the larger discussion of the possibilities and challenges of a decolonizing praxis.