When intercultural learning takes place in a context where European languages and Eurocentric worldviews, histories, and markers of excellence are privileged, then study abroad becomes an instrument of sustaining global inequality. In this essay, I have reviewed the responses stemming from epistemologies of the Global South to the hegemonic discourse on legitimate knowledge creation. As a practitioner of higher education internationalization, I am concerned with the potential for projects and practices to nurture other ways of knowing16. In light of the conceptual discussion in the first part of the essay, I have analyzed salient features of the New Higher Education Policy proposed by the Government of India in 2019.