The following paper describes a pilot project in anti-colonial pedagogy for English Language Learning (ELL). This anti-colonial curriculum and pedagogy was developed by drawing from anti-colonial and Marxist theorizations of migration, settler colonialism, and imperialism as well as insights from critical adult education. This paper explores the conceptualization of anti-colonial pedagogy through attention to dialectical social contradictions and attends to how contradictions were used to frame curricular choices and informed classroom practices. The utilization of dialectical contradictions in anti-colonial pedagogy drew attention to the role played by ideologies of liberalism, in particular, in mediating the student learning experience. The implications of ideological mediation in student learning are considered for critical and radical educators.