We have led our U.S. public university’s hosting of three cohorts of over 20 secondary English teachers who visit the United States for a Fulbright teacher exchange award of six weeks. Most hail from the Global South and marvel at the higher level of educational resources while arriving at the nerve center of media representations and production of Internet materials in English. At the same time, the United States is clearly a country in decline, from democratic institutions to its infrastructure. English will maintain its role as a lingua franca despite whatever happens globally in terms of power structures by virtue of its having penetrated digital knowledge production and through its cultural colonization. One wonders what good may come of helping expand English’s reach when it has come to represent and buttress White supremacy, capitalism, and other forms of oppression. This leaves us with the ethical necessity of seeking out a decolonial approach to this Fulbright-related work. In practice, we design instruction demonstrating impacts of our country’s colonial structures on society through schooling; we also recast the lens into Global South responses to the negative effects of the institution of schooling (not education, a phenomenon we recognize is as old as time).