As with epistemologies, pedagogical theory and practice are culturally determined. Both theory and practice reflect the metaphysical structure of the culture in which they are housed. The epistemology, ontology, and phenomenology of each cultural paradigm is specific, which creates both communication and translation difficulties. This chapter will address some of these difficulties by examining the theoretical nature of pedagogy as a political endeavor and how this political structure has been applied during the colonization of Native American cultures. The last section of the chapter will be devoted to attempts involving the decolonization of Native American epistemology and pedagogical paradigm in an attempt to promote Native American sovereignty, as supported in the United Nations Declaration on the Rights of Indigenous Peoples. Additionally, this final section is devoted to the efforts involved in the global promotion of all human knowledge.