This chapter explores how Amílcar Cabral’s anticolonial thought enriches contemporary debates on decolonization in higher education, particularly the often-polarized tensions between epistemic and land-based approaches. Drawing on Cabral’s ethics of caring for the soil, the chapter advances a synergistic framework that connects struggles over knowledge, culture, and education with material, environmental, and political resistance to colonial domination. Cabral’s attention to the intimate relations between people, land, and historical struggle offers a way to move beyond false oppositions between epistemic transformation and the repatriation of land to Indigenous peoples. Instead, the chapter demonstrates how these dimensions are mutually constitutive and must be pursued together. By foregrounding human-soil relations as both a material and symbolic site of anticolonial struggle, the chapter provides theoretical, political, and practical insights for higher education institutions seeking decolonial pathways that remain accountable to land, history, and collective liberation while sustaining commitments to epistemic justice and material transformation.