This chapter places decolonisation in a longer history, from which contemporary logics, narratives, and practice are often disconnected. Our London Modern institution, in general, and the criminology cohort, in particular, are comprised of local and international students. These profiles represent backgrounds comprised of a multitude of intersections, including racial, gendered, class, and abilities. By placing decolonisation in its longer history, this chapter argues that: (a) decolonisation is not a trend destined to fade away, but a development aided by a lineage of logics and practitioners having long laboured in the proverbial salt mines; and (b) the chapter draws attention to the historical context—periods within which Britain established itself as hegemon, over vast swathes of the world. Within this history, we can trace how the state drew on criminological theories to rationalise and enforce order over those it colonised. Contemporary activism purports that this past continues to replicate itself and this has been to the detriment of those populations of racialised peoples, represented in our global classroom, who continue to be constructed as a threat to contemporary British homogeneity. Why decolonise? Well, how can we continue as we are, capitalising on the global character of education, from communities of students who are simultaneously sought after in recruitment drives, while reviled after acquiescence to such efforts?