Can education contribute to cultural confidence of peoples and communities who have endured centuries of oppression and marginalisation? If so, what is education and what is education for given such historical circumstances? A project of postcolonial imagination emerges in this book to provoke dialogue and action and to articulate new imaginaries and agendas for change. In bringing together these collective narratives we have shown that interpretations of colonial encounter are varied and experienced in particular ways by different communities and that cultural confidence is achieved though a practice of decolonization that works to make public the private lived experiences of silenced, marginalized, and excluded communities.