In this five-year co-curricular-making project, participants individually and collectively engage in the messiness of ongoing meaning-making. Such curricular terrain acknowledges the particulars of individuals and place to provide the needed context as 100+ practicing and 140+ prospective educators seek un/decolonized and Indigenized co-curricular pathways. The documentation of educators' increasing cognizance of the relational interdependency of seeing with acting in classrooms reorients and furthers learners and learning. Modes of being with associated habits and practices emerge, revealing potential within the capacity of reciprocity for education's reparation and renewal, forming the necessary messy practice ground for long-term investment in curricular un/decolonization and Indigenization.