To talk about “decolonisation” in relation to the law school is to enter a perilous terrain. Few terms have gained prominence so fast, while triggering seemingly never-ending debates about their meaning, agents, goals, and preconditions. As teaching loads become unsustainable and pedagogical work remains feminised and undervalued, engaging in a scholarly and self-reflexive manner with our teaching may be seen as a distraction from “real” research. At the same time, and despite institutional commitments to “decolonise,” the structure, demographics, and goals of the law school pose challenges for those who want to implement radical reforms. In the aftermath of formal decolonisation, post-colonial leaders, scholars, students, and lawyers as well as their Western counterparts were keenly aware that the shape of legal education would be consequential far beyond law faculties.