This article is concerned with the epidemic of alienation created by colonization and the ideologies that maintain systems of domination. More specifically, it argues that a decolonizing holistic pedagogy can help address the root of our individual and collective alienation to facilitate healing. This position is supported by the findings of an ethnographic study, conducted in 2013-2014, highlighting Poetry for the People (P4P), an arts/activism course started by poet-activist-professor, June Jordan, at UC Berkeley. The article opens with a theoretical framework that centers healing and love as decolonial priorities and pedagogical imperatives, and speaks to the mindbodyspirit labor, restoration, and creativity involved in decolonizing education. Emphasizing the need for decolonizing epistemologies to inform classroom dialogue, this article points to the power inherent in those dialogues for creating connections that mend alienation and for generating apertures for personal and social transformation. However, it is the voices of the P4P participants interviewed that give testimony to the effectiveness of a decolonizing holistic pedagogy to foster rigorous investigation of self and society, authentic community-building across difference, as well as the healing power of writing, sharing, and witnessing others share personal/political poetry.