To reclaim Indigenous epistemologies and Indigenous ways of producing knowledge (e.g., Shahjahan, 2005b; Smith, 2013), I use a series of vignettes, short biographical reflections, photographic narratives, poetry, journal entries, and memoir to explore what curriculum as embodied lived experiences (e.g., Au et al., 2016; Gonzales, 2015; He, 2003) might look like for transnational Indigenous peoples. Specifically, I use multimedia storytelling to share my lived experiences as an Uyghur woman as well as my process of healing my wounds through story medicines (K. Anderson, 2011). While my lived experiences are the sources of my theorizing in this article, these stories are not mine alone. I suspect my feelings will resonate with others who share similar political challenges to mine, and join the conversation of what it means to be an Uyghur in the current global landscape. This article constitutes a reflection on an emerging transnational curriculum of Uyghurness through an arts-based inquiry. The practices of curating the fragments of multimedia life-writing activities that shape this transnational curriculum have helped me better understand what education can be for the local Uyghur people and Uyghurs in the diaspora who have been, who are, and who have yet to (be)come.