The watershed Decolonial and Fallist movements in South African universities have reawakened and reignited the necessary, urgent, and compelling need to foreground and position Afro-diasporic episteme in South African university curricula and everyday practice. This article posits that centrally positioning Afro-diasporic Speculative Design (ASD) episteme in South African higher education design institutions, without necessarily displacing or subordinating other knowledge lenses, could positively contribute to engaging with some of the concerns raised by the Decolonial and Fallist movements in design pedagogy and praxis. It contends that African, and its diasporic, speculative designs draw on the retrospective but also project into the future.