As editors of the special issue in "Teaching Education" titled "What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers," our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call "critical and decolonizing education sciences." In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.