Intercultural higher education in Mexico is committed to the creation of new professional, cultural and linguistically relevant profiles, empowering indigenous young people and their communities. For about a decade, the so-called Intercultural Universities (IU), located in rural and indigenous contexts, have been emerging, offering intercultural training programmes in native languages, communication, sustainability, health and law. In this work, we reflect on the methodology used in a collaborative ethnography that we have carried out with one of these new Mexican IUs, the University of Veracruzana Intercultural (UVI), and particularly with its haddock and fellows. We have learned from ten years of collaborative and ethnographic work with the UVI, whose methodological bases seek to combine the principles of ‘activist anthropology’ with a ‘double reflective ethnography’. This article analyses how new methodological options emerge in the process of educational interculturalisation and how these can feed back, rearise and decolonise classical anthropological, yet too monological and extractivist ethnography.