In a complex era of decolonization and empire the rising diversity-driven literature on responsibility learning with a focus on the hidden curriculum (HC) from the North embodies the project of a self-correcting modernity and hence ignores the colonizing face of diversity and responsibility theories against the irresponsible ‘too diverse’ which has been partially unveiled and reinforced by Southern decolonial theorizing. In this paper I write through my (not) too diverse Afro-Mestizo body from the nuanced shadows of the stratified South to unfold (un)knowns of the everydayness of doing decolonizing in education from the perspective of the too diverse with recovery of the HC from below and share a praxistical decolonizing framework with you the reader which otherwise would remain unknown as a way, among others, to move beyond the praxis-theory hierarchical binarism against the too diverse reproduced by Northern and decolonial theories. I remember how I (un)learned to mobilize my identities of diverse and too diverse through engagement with (un)known HC from below in my 1990s bodily experiences as (not) ‘too diverse’ within the UK counter-revolutionary neoliberal academia. By recovering diversity and rehumanizing ways of knowing/living/being/(un)learning in both South and North from the 1960s I share the sense that the decolonizing of diversity-driven responsibility in education from the perspective of the ‘too diverse’ who resurges in conditions of (im)possibility from within the dual pandemic of COVID and white supremacy requires us all to re-member and renew the praxis of diversity/responsibility otherwise championed by the ‘too diverse’ within and around us.
