This paper is a reflexive analysis on the design and delivery of a course titled ‘Decolonizing the Study of Palestine’ I offered at a Moroccan University. The paper will explore the tensions and openings created by the processes of decolonizing both knowledge and pedagogy as a part of a course on Palestine. How do multiple and sometimes conflicting positionalities interact in decolonizing knowledge? What does it mean to engage in decolonial education about Palestine from Morocco in a context of normalization with Israel and a general endorsement of what I call the ‘paradigm of occupation’? How can decolonizing the study of Palestine accommodate the longstanding local archive of knowledge production and political engagement with the question of Palestine? How can we navigate the tensions of simultaneously centering Palestinian indigeneity, decolonization and Sumud and the structural matrix of genocide, settler colonialism, Zionism and western colonialism and imperialism? In addition to addressing these questions, I will also outline how decolonizing knowledge about Palestine necessitates unsettling the spatial cartographies legislated by settler colonialism and its violence. Crucial to such a procedure is the treatment of Israeli settler colonialism as a ‘total colonial fact’ (El Sakka 2022). Decolonizing knowledge about Palestine thus incorporates the materialities of occupation, its political economy, its infrastructures of surveillance, its technologies of enclosure as well as its systematic routines of governmentality. It figures the phenomenology of occupation as it percolates through the senses and the minutiae of experience and the architectures and landscapes of destruction, debris, and waste with a view to foregrounding the atmospherics of ruination and their attendant human and environmental costs. I will conclude by offering an account of pedagogy articulated around ‘bearing witness’ as a decolonial praxis in a time of genocide.