For one semester I was the Traveling Faculty with a group of 30 US undergraduate students on a decolonizing ‘human rights’ program, which traveled from New York City to Nepal, Jordan, and Chile. The four-month program involved two courses taught by local activists in each of the countries, while I taught one course on decolonizing theory and one course on decolonizing research alongside. Away from institutional constraints, in these two courses I was able to commit to decoloniality in form as well as content. Specifically, I experimented with a pedagogy that explicitly welcomed the more-than-human into our classroom. Wanting guidance from bodies, spirit, ancestors, and the land, our sessions were woven together with reflexivity, collectivity, ritual, metaphor, spirals, space-making, questioning, seeds, and imagination. We ended the program in a black box theater in Santiago. Here students used diverse form – from dance to spoken word, soundscapes, videography, spoof recipes, and poetry – to present their shifting ethical engagement with ‘human rights’ over the semester, and to curate a final participatory exhibition that braided together their respective and messy journeys with theory and research, and articulated their response-ability to challenging US violence on their return home.