This article provides examples of introductory activities that engage students ininitial steps in understanding the systemic structure of colonization. Examples ofstudent group responses to the activities are provided. The understandings exploredby students through these activities are then taken up through Indigenous literaturesin university contexts in order to contribute to the ongoing decolonization ofknowledge in the university and to explore indigenous understandings of pedagogies.The author explores various themes important to the decolonizing of educationalpractices through discussions of (a) colonizing and decolonizing agendas, (b)disrupting government ideology, (c) decolonizing government and reclaimingIndigenous governance, (e) decolonizing spirituality and ceremony, (f) disruptingcolonizing ideologies and decolonizing minds, (g) reconnecting to land, (h)decolonizing history, and (i) community-based education and decolonizing education.Conclusions drawn include the importance of engaging students in Indigenouspedagogies so that they can find support for transforming understandings throughIndigenous literatures and understand strategies and opportunities to decolonizeeducation.