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Abstract

The underrepresentation of First Peoples in computing education reflects colonial legacies embedded in curricula, pedagogies, and digital infrastructures. This paper introduces the \textbf{Decolonial Mindset Stack (DMS)}, a seven-layer framework for educator transformation: \textbf{Recognition, Reflection, Reframing, Reembedding, Reciprocity, Reclamation}, and \textbf{Resurgence}. Grounded in Freirean critical pedagogy and Indigenous methodologies, the DMS aligns with relational lenses of ``About Me,'' ``Between Us,'' and ``By Us.'' It fosters self-reflexivity, relational accountability, and Indigenous sovereignty in computing education, reframing underrepresentation as systemic exclusion. The DMS provides both theoretical grounding and pathways for practice, positioning indigenisation not as an endpoint but as a sustained ethical commitment to transformative justice and the co-creation of computing education with First Peoples.