| Summary: | This paper discusses the challenges and experience of two faculty members (one Inuit, one White) as they seek to aid each other in fulfilling the institutional tenure track and program demands made upon them and as they seek to address how to engage teacher candidates in Indigenous knowledge and anti-racist education. There is discussion of practical action and resources for teaching anti-racism through privileging Indigenous knowledge and “unfolding” Eurocentric science, and of the ethical and philosophical challenges and what transpires in negotiating the individual and ethno-cultural difference of each faculty member through an Indigenous gaze (Ermine, 2007).ôta masinahikanis masinahâmok tânisi e-kî-isi-âyimihocik ôki nîso ataskeskesak (peyak ayaskîmow, peyak wâpiski-wîyâs) ekwa mîna tânisi e-isi-wîcihitocik ôma kâ-masinahikehecik ekwa mina ôhi kiskinwahamâkana tânisi ka-isi-kiskinwahamawâcik iyiniw-kiskihtamowin ekwa namoya ka-pakwâtitohk. mâmiskôcikahtew tânisi ka-isi-atoskahtâkik ôma namoya ta-pakwâtitohk âpacihtâtwawi kihci-iyiniw-kiskihtamowin ekwa mina ka-taswekinamihk moniyawîpinikewin ekwa ta-kwe-miyo-wîpinike mâka ka-ahkâm-mâmawi-atoskâtamihk poko sôskwâc pakwâweyak ta-iyiniw-wâpahtekowisit.
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