In response to the intersecting pressures of neoliberalism and colonialism within higher education, critical educators are increasingly turning to pedagogical models that foreground reflexivity, relationality and epistemic justice. This chapter explored the use of a journal club as a student-led, dialogical pedagogy within a South African postgraduate psychology programme. Grounded in both Freirean problem-posing education and decoloniality, the journal club aimed to disrupt hierarchical learning by creating a participatory space where students could engage critically with socio-political texts, reflect on their positionalities and connect psychological theory to lived realities. Students contributed peer-reviewed articles, chaired weekly discussions, took minutes and completed reflective evaluations. Data were gathered through attendance records, anonymous pre- and post- strategy surveys, meeting minutes, peer nomination ballots and participants’ independent research projects. Thematic analysis revealed that the journal club fostered critical self-awareness, peer learning and increased epistemic agency. Students reported gaining insight into how coloniality, race, class and gender shape psychological knowledge and identity. However, some expressed discomfort with the emotional and intellectual demands of the space. Institutional constraints—such as assessment norms and workload structures—also posed challenges to sustainability. Despite these tensions, findings indicated that journal club could support decolonial aims by valuing lived experience, resisting knowledge standardisation and linking assessment with student-led, dialogical learning. The chapter argues for continued exploration of collective, reflexive pedagogies that enable socially just, contextually relevant education in psychology and related disciplines.