This chapter applies the teacher’s academic affinities and trainings in humanities and social science disciplines to teaching, and establishes a frame for trans-culturing that parallels institutions of education and religion. The teacher explores dimensions of cultural participation and the limits of immersion when seeking decolonial constructions of justice inside classrooms and beyond. The narrative is anchored with two literary archetypal models in culture crossing, and positions daily activities as symbolic of both spiritual and educational practices. Positivist approaches of academic teams of scholars are problematized and subverted in her classroom. The out-of-school curriculum of community participation is explored through independent community businesses, and the drawing out of knowledges is highlighted as organic to multi-contextual opportunities for education in its etymological roots. Decolonizing pedagogies are presented as non-school focused activities, and the pueblo pedagogy of emancipation theorists in post-conflict colonized sites is highlighted in different historical resistance movements. Mentoring as foundational to resistance teaching and resilience in teacher identity blend discussions of the personal and professional. Intention versus impact as a political theory and classroom management approach is explored intimately in the context of cross-cultural transgressions and spiritual vulnerabilities.