This study was thought, experienced, and written with the goal of exploring narratives-other overlooked in the history of inclusive education in Colombia, challenging the ways it is presented through personal accounts of inclusion and exclusion and addressing the issue of disability as the only concern. We sought to depart from conventional research approaches and to introduce decolonial “doing and thinking” perspectives that contribute to the advancement of the theory and to processes that the decolonial movement sees as the emergence of the decolonization of knowledge and the quest for cognitive justice. The methodology used mainly focused on conversational interactionism with family members: my maternal grandmother, my mother, my father, my two older brothers, and my younger sister. The objective of these conversations was to recall memories of inclusion and exclusion at different times and places of their personal journey through education and took the form of walk and talk sessions where each family member shared with me a skill and their stories at a place of their choice. Their experiences, insights, and feelings lied at the heart of our interactions. Combined with our walks, which became activities centered around the skills each family member wanted to share, they lead to the co-construction of the narratives-other that comprise this thesis. The co-construction of these narratives resulted in a process that started with learning to un-learn the history of inclusive education in Colombia as produced and taught from a Eurocentric perspective, and extended to the critical re-learning of this history based on the diverse lived experiences of inclusion and exclusion in education of each family member. The importance of closeness and spontaneousness for this process to take place and the opportunity to reflect on history from an intersectional standpoint demonstrated the value of decolonial “doing and thinking” approaches in research.