This academic review presents decolonial pedagogies used with settler students in educational leadership, teacher education, and related educational fields. I draw upon scholarship mainly from Canada to illuminate pedagogical pathways for decolonizing education that center critical Indigenous literature and knowledge systems. Fifty scholarly sources, coded for analysis, provided context and insights for describing a miseducation–education tension, which was unpacked vis-à-vis an indigeneity framework. Results highlight interventions and applications for decolonizing/indigenizing colonial education in classrooms and beyond. A call for reflective action supports land-based learning opportunities.
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