 Geology is a colonial discipline with a colonial past and present. Its knowledge base was largely established during the European colonial expansion period, which has had negative consequences for both individuals and communities. To address these issues, there is a need to decolonize the discipline by reframing the way geological knowledge is produced and disseminated. This requires collaboration between different stakeholders, including academics, students, and practitioners, to create more inclusive and accessible approaches to geologic research and education. This article was authored by S. L. Rogers, L. Lau, N. Doei, and others.