This paper focuses on the implementation of a critical and decolonizing approach tosocial justice education and pedagogy. I envision an anticolonial approach to thinkingcritically and differently about culture, citizenship, colonial settlement, and settlercolonial reconciliation. I suggest that schools in settler colonial Canada work to realizeoriginal nation-to-nation political relationships and reform-based educational andprogrammatic initiatives concerned with exposing and apprehending the violence ofsettler colonialism and law. I outline an approach to education concerned with colonialreparations, restitution, and what it might mean to realize and articulate a programof settler decolonizing in Canadian schools.