This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis' (1999, 2011a, b) use of Rousseau (1979) and Heidegger (1962) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through their reliance on the colonial conceptualization of African Americans and Native Americans as savage and primitive. The essay turns to decolonial theory and the work of Maldenado-Torres ("Cult Stud" 21(2-3):240-270, 2007, 2009) to highlight how a decolonial attitude complicates, yet enriches Margonis' philosophical framework.