This article argues for a decolonizing multicultural education pedagogy, which engages the interstices in-between, hybrid spaces that emerge at the intersections of different cultures, histories, and locations. It also examines how those who work for social transformation are implicated in the very systems and structures they are attempting to deconstruct. The author draws on postcolonial and feminist theories, her own border crossings, and her reflections on her multicultural education pedagogy to discuss how she engages the particular interstitial identifications of her Southern students. A critical analysis of White students' autobiographies reveals the complex ways in which issues of race and racial difference intersect with their lives. Implications in terms of rethinking multiculturalism as relevant to all White students and those of color are discussed.