I have chosen in this chapter, which is devoted to a critique of post-structuralist educational theorizing, to take, as paradigmatic, the arguments and approaches outlined in Catherine McConaghy’s influential book Rethinking Indigenous Education: Culturalism, Colonialism and the Politics of Knowing (McConaghy, 2000). My intention here is to engage with the influential post-structuralist paradigm; to acknowledge its strengths, but at the same time point out what I feel are debilitating weaknesses.