This chapter explores the implications of bringing Foucault’s analytic of power into dialogue with decolonial thought in the context of higher education. While decolonial scholars have long critiqued Foucault’s Eurocentrism, Santiago Castro-Gómez’s engagement with Foucauldian heterarchy, which emphasizes dispersed, relational forms of power, enables a productive pathway for rethinking the layered nature of coloniality. Building on this approach, the chapter argues that conceptualizing decolonization in higher education as a multidimensional struggle – spanning macrostructural domination, meso-institutional dynamics, and microphysical, embodied relations – offers a more nuanced and generative framework for analysis and action. This analysis adds to the insights of other Latin American and Indigenous scholars, who emphasize situated, collective, and affective practices of resistance against coloniality. The chapter thus contributes to a relational understanding of decolonization, one that bridges epistemic critique, institutional transformation, and solidarity with grassroots anticolonial movements within and beyond higher education institutions.