In this chapter, Thashika Pillay and Neda Asadi deploy an anticolonial feminist analysis to explore how we engage with different systems of knowing, seeing, and being in working towards justice in education. By appreciating that all our epistemic encounters are responsive to our interpretations, we also become cognizant of the institutional, structural, and systemic forces that dominate, control, and oppress. This realization, they write, can be emancipatory as it leads to a reinterpretation of knowledges and call on us to ask different questions in order to build a more just world. These questions around justice are vital as we experience more multicultural interactions across the globe, which creates new that challenge normative ways of perceiving and doing. As such, Pillay and Asadi suggest that societies must engage with different systems of knowing, seeing, and being in working towards justice as we imagine a world that is not hierarchical and in which non-hegemonic systems of seeing, being, and knowing the world are centered. They contend that this necessitates a rethinking of how we conceptualize and organize our worlds and, in particular, call for a re-structuring of education and knowledge systems to centre justice in all its forms – social, political, economic, cultural, and epistemic.