Aboriginal communities continue to suffer the effects of colonization and im­perialistic policies that erode the base of Indigenous knowledge necessary for the healing and development of Aboriginal peoples. Based on fallacious assumptions about English language superiority and its Eurocentric educational foundations that support linguistic imperialism and Aboriginal oppression, the federal govern­ment has entered into agreements with First Nations bands that require them to adopt provincial curricula as a minimum requirement to assume control of their education. In almost all of these provinces, these curricula are developed away from Aboriginal communities, without Aboriginal input, and written in English. In effect, the curricula serve as another colonial instrument to deprive Aboriginal communities of their knowledge, languages, and cultures. Without Aboriginal languages and knowledge, Aboriginal communities can do little to recover their losses or transform their nations using their legitimate knowledge and languages. This article discusses the need for Aboriginal knowledge to be retained through Aboriginal languages supported in curricula. It also challenges the Eurocentric assumptions that have pushed Aboriginal knowledge and languages to the mar­ gins and raises current Aboriginal educational concerns regarding a transformed curriculum that embraces the rich diversity of knowledge and provides the neces­sary consciousness to enable Aboriginal humanity to be respected and protected.