This paper finds educational reform discourse functioning within a strict binary between neoliberal and state based solutions, rendering radical notions of education reform unimaginable. By demonstrating the ways both neoliberal and public education maintain racial oppression, this paper calls on communities to invest in the radical and utopic notion of decolonization as a viable third option. While no strict outline of decolonization can be put forth, this paper draws from de-coloniality and settler colonial literature to demonstrate the wants and needs of decolonization as a material and epistemological project. In closing, the example of Ethnic Studies is offered as a gateway to decolonization, holding the potential to cultivate radical political imaginaries that abandon settler futurity for the decolonial unknown.