Settler-colonial narratives permeate the social studies curriculum. This qualitative study engages the experiences and reflections of three teacher-participants as well as the researcher as an additional teacher-participant to explore how and why practicing teachers teach against settler colonial narratives. The study is framed through a decolonial process that includes three parts: recognizing, reframing, and negotiation. These three parts construct a decolonial triad through which the teacher-participants find individual entry points into the decolonial process. These entry points differ due to teacher-participant individual experience as well as classroom make up. The teacher-participants in the study work to combat the settler-colonial narratives and the Native Nation exclusion of the Utah Core Standards for Social Studies. One way the teacher-participants do this is through recognizing the framework of construction for the state standards. This study refers to this framework as the "Language of Happened." The "Language of Happened" is a tool in which history appears to be a fixed set of events that is to be learned rather than discussed or interpreted. The teacher- participants engage in reframing the "Language of Happened" through epistemic disobedience, or a systemic delinking of colonial knowledge as the central pool of discipline-specific knowledge that students should learn. Through acts of epistemic disobedience, the teacher-participants negotiate a counter curriculum. This counter curriculum engages Native viewpoints and perspectives and asks students to consider history as an unfixed possibility that is open for interpretation. Together, acts of epistemic disobedience and counter curriculum work to create a new framework that replaces the "Language of Happened." This new framework is named in this study as the Framework of Relational History. A Framework of Relational History requires students and teachers to approach history with an unfixed notion of outcomes and importance. This unfixed notion allows and encourages students and teachers to dwell, linger, and question rather than accept and continue. This study puts forward teaching through a Framework of Relational History as a way to understand non- Native teacher entry points into the decolonial process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]