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In this essay, I explore the contradictory ways that ruptures, breakage, and, more specifically, “broken-heartedness” can be pedagogically productive in allowing “us” (students and professor) to travel decolonially to spaces we couldn’t otherwise get to. In acts of breakage are opportunities for transformation. Thus, a “pedagogy of a broken-heart” might allow us to sketch a different kind of map for “world-traveling” (Lugones, 1987). In particular, I look to the role of art in opening up an unsettled/unsettling pedagogical space where we might begin to imagine an alternate mode of living/loving together—a “movida” (Sandoval, 2000) towards decolonial praxis.