This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos' concepts of 'pluriversity' and 'subversity' to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the possibilities of such programmes to decentre Eurocentric knowledge hierarchies and contribute to the social opening of the university. To advance equitable and epistemically just curricula and programming, Indigenous and intercultural university models will have to overcome the challenges of implementing their programmes within the larger context of Eurocentric rationales and universalising global education models.