The links between development and education have long been focal points for comparative researchers and practitioners. Over the past several decades, Indigenous scholars and communities have contributed to these conversations by pushing back on replication of dominant approaches to development and accompanying educational practices that negatively affect Indigenous lands and peoples, including more recent sustainable development initiatives. Today, key drivers of the Sustainable Development Goals (SDGs) are the ideals of cooperation, collaboration, and partnership, exemplified by the Pacific Regional Education Framework 2018-2030 (PacREF). At this time, the need also arises for careful articulation of an "Oceania approach" to those ideals and, more specifically, a call for effective partnership that addresses assumptions about their enactment. In this article, I propose an Oceania-based platform, Wansolwara, as an Indigenous dialogic and relational space for regional collaboration in order to demonstrate how Indigenous knowledge systems are the foundations for decolonizing inherited regional architectures and to further education development.