The United Nations and its member states have since recognised Adult EducationAdult Education (AE)Adult Education (AE) as a need and an imperative, especially since many current adults of the world, especially those found in the global South, particularly South AfricaSouth Africa, have been denied access to formal educationFormal education during colonialismColonialism and apartheidApartheid. Since the dawn of democracy, many of these adults in South AfricaAdults in South Africa have since gained access to formal educationFormal education. However, this educationEducation, especially its pedagogical orientationsPedagogical orientations, continue to be shaped by the legacies of colonialismColonialism, apartheidApartheid and a pervasive colonialityColoniality. These are pedagogical approachesPedagogical approaches that often prioritise ways of knowing, being and becoming of the colonisersColonisers while marginalising or suppressing those of colonised peoplesColonised peoples, and in the process dehumanisingDehumanising the oppressed. In this chapter, I propose decolonial loveLove as one transformative pedagogical approachTransformative pedagogical approach that AE teachersAE teachers can employ in the implementation of their mandate, which is to teach and educate learnersLearners for epistemic, human, social, and public good. I argue that such a pedagogical approachPedagogical approach can contribute to the rehumanisationRehumanisation of both the dehumaniserDehumaniser and the dehumanisedDehumanised. I also argue that when AE teachers change their pedagogical orientationsPedagogical orientations to be more decolonial and inclusive; they will be engaged in a process of ‘decolonial cracking’Decolonial cracking that will enable them to reimagine life in tiny spaces such as teaching and learning spaces with the hope of contributing to the disruption of the colossal through the tiny.