This study took place in a village in Yucatan, Mexico in the context of two adult education programs in Yucatan [Plaza Comunitaria and Preparatoria Abierta]. I interacted in "convivencia" with bilingual (Mayan-Spanish) Yucatec Mayan women who took on the challenge of completing their formal schooling through those adult education programs. Over 3 summers (2013, 2014, 2015) I immersed myself in the community and witnessed their educational efforts. Ethnographic and "convivencia" methodologies (Galvan, 2015) helped generate data. I analyzed data with methodologies stemming from the humanities, in narrative (Clandinin & Connelly, 2004) and poetic analysis (Gorlich, 2016; Prendergast, Leggo, & Sameshima, 2009). Through my discussion, I explore how the efforts of Yucatec Mayan women prompt educators imagine possibilities for decolonial education and inform our pedagogical practices across multiple educational settings. By focusing on the voices of rural women as poetry, I evoke the rhythms and memories of their lives in indigenous communities and in educational settings. This emerging research has taught me life and professional lessons of education on the margins. I witnessed their ethos of "familia," and "solidaridad" as they studied together. Most importantly, they showed me how studying and being in community are inseparable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]