The method of decolonization requires epistemology of resistance, a metatheory of social justice and activism of educational leaders from the marginalized and oppressed histories. The formal education system is centred on reductive models of educational psychology meant to control students’ behaviour. The shaping of formal school structure has a strong connection with colonialism in India. The consciousness of formal schooling is also regulated by the demands and expectations of the dominant societal hierarchies and their value systems. These dominant value systems and identities broadcast their voices and imaginations via the educational system without much help to the socially disadvantaged or historically marginalized. This study aims to understand the decolonial voices active in the educational reform movements in India. Adopting a critical interdisciplinary approach, this chapter attempts to position the psychology of the historically marginalized. School education in India needs a change of perception, discursive outlook, and activism for equality. These aspects are usually missing in the urgency to excel and compete. This work discusses the epistemology of resistance from the decolonial experience, especially the leaders and students who lived oppression in their everyday lives.