Ongoing debates in educational philosophy and theory question the relevance of critical theory and critical pedagogy to decolonization, given their foundations in Eurocentric traditions. While some scholars critique critical theory for its failure to engage with colonial histories, others caution against conflating decolonization with broader social justice frameworks. This paper argues that, despite tensions between critical theory and decolonial approaches, a theoretical synergy between the two offers valuable insights into education's entanglements with coloniality, racism, and social injustice. Critical theory provides analytical tools for examining ideology, power, and capitalist structures, while decolonial thought foregrounds epistemic, affective, and material dimensions of colonialism. Through a synergistic approach, this paper explores critical theory through a decolonial lens and vice versa, demonstrating how their intersection clarifies distinctions and reveals new possibilities for transformative educational practice. It is argued that this synergy fosters a more nuanced, politically engaged approach to decolonizing education while resisting essentialism and epistemic closures.