This article asks how post-secondary education and scholarship can facilitate criticaland engaged reclamations of Metis knowledge through critical intellectual and expe­riential engagement. First, it explores dominant representations of Metis political andcultural experience in historical perspective, and considers these implications for Metisstudents and communities. This examination identifies a problem that we address byenvisioning models of engaged pedagogy, based on insights from author bell hooks,which draw upon on a particular stream of thought in Michel Foucault’s later work.It concludes with a discussion of the possibilities of decolonizing representations ofMetis history and politics, through the exploration of relational land- and community-based pedagogies.