In this epistolary essay, I theorize what otherwise-as-marronage can look like for teacher- educators and/or curriculum theorists who are isolated within or bifurcated between harmful institutional divides. I argue that marronage is already creating otherwise worlds and always has--and I propose that embracing marronage can not only help us heal from the falsely individualistic institutions of education but also actively reorient ourselves toward each other in an ethic of relationality. I address this love letter to Leigh Patel because her work first opened my thinking toward decolonization, answerability, and fugitivity/marronage as opposed to the closed circuit of 'critical' liberal humanism. The letter also centers around her 2019 visit to the University of North Carolina at Chapel Hill and the social geographic fugitive space of the Hub/Raíces Collective--an occupied space in the School of Education that exemplifies a fugitivity that is tension-filled in part due to its resistance to interest convergence and the unruly consequences of learning. Patel's visit to the School of Education serves as backdrop upon which to explore the limits and possibilities of both studying and living otherwise in teacher education. In other words, marronage as a problem for thought in teacher education reveals how curriculum theory and teacher education cannot exist without each other--no matter how thoroughly the academic industrial complex stratifies the social order toward the falsely competitive, individualistic, self-replicating Man of liberal humanist education. Indeed, the pluralities of otherwise chart paths toward intellectual collectives capable of building worlds outside of anti-Blackness and settler colonialism.