In this article, we explore what opportunities post- and decolonial perspectives may provide for critical thinking in social studies education. Post- and decolonial perspectives include a broad variety of theoretical approaches emphasizing the interrelations between coloniality, knowledge, and power. Previous research on social studies education has revealed a common ignorance of Norway`s colonial legacy as well as current reproduction of racism. We discuss what analyses of coloniality may contribute to social studies education, didactically and theoretically. The article is methodologically inspired by the notion of the «telling case». We apply theory to make previously obscure analytical relations apparent. The empirical examples analyzed are derived from fieldwork in classroom at levels 5-10. The cases represent starting points to discussing how opportunities for critical thinking about society may be lost through the lack of acknowledgement of colonial structures. We argue that post- and decolonial perspectives highlight epistemic diversity and ambivalence and provide opportunities for creative thinking about society that may spur hope for the future.
