This Chapter provides a critical historiography of British police that reveals opportunities to decolonise parts of the Criminology curriculum, higher education (HE) space and the criminal legal sector (CJS). Focusing on the founding of centralised British police forces, the chapter uses one module, Policing and Society, to explain how decolonising the curriculum can take place both inside and outside the teaching and learning space. The chapter structures itself around Moore’s (2023) understanding of decolonisation, firstly, in ‘recognising the harms colonialism caused and continues to cause,’ secondly, in ‘taking positive steps to repair this damage,’ (Moore, ibid.), and thirdly, in attempting to apply decolonising strategies both inside and outside the module space. Overall, the chapter seeks to extend module space to those communities who have borne the brunt of colonial policing by becoming a powerful means of decolonising modules. The classroom therefore becomes a site of disruption to power, not only in the discipline of Criminology but more broadly to higher education and the CLS itself.