As settler women, former teachers in First Nation communities, and scholars working in Indigenous education, we are responsible for engaging in the complexities of reconciliation through an allyship framework. In this article, we use duoethnography to critically engage in dialogue around the practice of allyship. In revisiting formative moments in…

Employing a multiple instrumental case study approach, we document and analyze initiatives in Saskatchewan and New Zealand to enhance cultural responsiveness among White educators through professional learning initiatives undertaken as part of broader strategies to animate more equitable educational outcomes for Indigenous students. The findings…