This article raises general questions regarding the relations between curriculum and ideology in reforming, specifically indigenizing the curriculum by focusing on the importance attached to the history curriculum under reform circumstances. Through an examination of indigenization of history curriculum in the context of Kyrgyzstan, a post-Soviet republic in Central Asia, it offers a description and understanding of particular forces, interests and circumstances that surround the curriculum design process. It discusses indigenization as a political, social and cultural process, which emerges as a response to a long-term domination, neglect and denigrtation by the colonial regimes and powerful groups of the culture, languages and traditions of the indigenous people. Based on the declonization experiences of other formerly colonized nations, the article explores the implications of indigenization of curriculum for learners. It also discusses the recent educational and pedagogical practices, which have emerged to address implications of indigenization for the curriculum users, resolve its limitations and to establish new, more inclusive visions for curriculum design. The analysis is constructed on the basis of the review of relevant theoretical literature, newspaper and journal articles, history textbooks and other learning materials used in schools and universities.