Decolonization as a pathway to transforming higher education institutions in the United Kingdom has led to quick fixes such as ‘diversity’ hires and reviewing syllabi thus sidestepping the fundamental structural deficits that demand these efforts. The Eurocentricism that continues to shape knowledge production and transfer processes sits at the heart of demands for decolonization. Therefore, decolonization projects require an attentiveness to how power travels within universities as sites that are argued to be arbiters of knowledge production. This article examines how decolonization projects in universities in the United Kingdom and South Africa ignore the invisible labour and penalties that accompany this work by illustrating the wider constellations of gender and racialized power operating within them. I draw on the experiences of feminist academics to offer emancipatory teaching praxis emerging from African feminist epistemic communities to rethink decolonization projects.