Schooling in many contexts across the world has been influenced by colonial and capitalist forces that narrow the curriculum and encourage transactional and extractive relationships. This leads to exclusions based on knowledge, abilities, identities, and productivity, and contributes to well established hierarchies of value constituted through constructions of race, class, and ability. This chapter examines approaches to contemporary schooling influenced by what are argued to be carceral logics that create relations of domination. We then outline the anti-colonial principles of education engagement inherent in Australian First Nations traditions. Finally, we imagine schooling scenarios through anti-carceral and decolonial lenses to illustrate possibilities for transforming the punitive relations of schooling towards enactments of educational justice.