This review article focuses on perspectives from Canadian Indigenous literature about decolonizing education on behalf of Aboriginal populations. The research informs accountability, education, and policy in Canada and globally. Components of colonization parsed in sources are tribal injustice, dispossession, discrimination, conflict, and miseducation. Experiential interventions for decolonizing curriculum, classrooms, and communities are described. Colonialism as a systemic problem to be tackled in education is a takeaway. Accountability in support of futurity is a life-sustaining direction.