In this paper, we as teachers and researchers present our analyses of pedagogically productive talk within a decolonial writing space.As mentors, we volunteered for a not-forprofit organization and worked with students on their writing, who come from an indigenous community in India.We analyze our bi-monthly mentor meetings, where we worked through course design, our challenges, and strategies.Our reflections were mediated by classroom videos that we watched together in these meetings.As part of our findings, we present two pedagogical deliberations that created the most tension from a decolonial lens.These deliberations included decisions around using the frame of counter stories, the scope of our intervention as mentors viz a viz linguistic norms and navigating the layers of distance between us and our students.Our findings have implications for training mentors and educators who are interested in designing decolonial learning environments.