Decolonizing accounting education curricula has emerged as a critical pedagogical and ideological movement in response to the dominance of Eurocentric knowledge systems in accounting education. Traditional accounting curricula often prioritize Western accounting standards, capitalist ideologies, and colonial histories while marginalizing indigenous knowledge systems, alternative economic logics, and contextual realities of the Global South. This paper critically examines the conceptual foundations of decolonization in accounting education, identifies colonial legacies embedded within contemporary curricula, and proposes a multidimensional framework for curriculum transformation. Drawing upon postcolonial theory, critical pedagogy, and social accounting literature, the study highlights strategies for inclusive curriculum design, culturally responsive teaching, and epistemic justice. The paper contributes to ongoing debates on curriculum reform by offering actionable recommendations for educators, institutions, and policymakers seeking to align accounting education with global equity, sustainability, and social responsibility.