This article proposes a postcolonial intercultural pedagogy, one that can create Liberating Interdependence among communities and across boundaries. First, the author examines conflicting ways that the Exodus is told in different communities: as a story of the God of the oppressed and as a story about an unjust God. Second, after analyzing the conflicting explanations of the same story, she critically reviews the ethnocentrism latent in many liberation pedagogies, ones based on multiculturality. Then she proposes an intercultural pedagogy to bring communities at odds with traditional interpretations of the God of the Exodus to a same forum that creates Liberating Interdependence. (Contains 5 footnotes.)