In this paper I propose to think about pedagogical practice, notably liberal arts education, with pigeons. My aim is to introduce the metaphor of a pigeon tower in an effort to gesture towards a preferred learning environment for higher education. The metaphor came about as a reflection on the Cairo Institute of Liberal Arts and Sciences (CILAS). A non-degree granting micro-liberal arts college, CILAS invites adult learners to engage with liberal arts education from below. What has become noticeable over the six years of its existence are three qualities that are reflected in pigeons. I therefore write of a pigeon-inspired critical pedagogy. Pigeons re-member, self-recognize and clock-shift. In so doing they uphold positionality, self-reflexivity and structural flexibility. To me these are ingredients to promoting a place-based, inter-epistemic and de-colonial liberal arts education as is manifested in CILAS location, methodology and curriculum.