The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and content are interrelated and continually sustain each other. Decoloniality resists global coloniality of power, ontologies and epistemologies which are consequences of colonisation. It also questions the Eurocentric assumptions and principles which serve as a premise for human rights and human rights education. There is an urgent need to explore pluriversal knowledges of human rights and to problematise the Human of human rights. This is explored through data from Roux's research project "Human rights literacy: quest for meaning." Some thoughts on decolonising human rights education are provided in the conclusion.