This article reflects upon and critically examines a duoethnographic “sharing circle” educational experience undertaken by the authors to try to investigate “pedagogy for decolonizing as a theoretical approach to Indigenous education with adults.”  The experience encouraged them to reflect upon the complexities that continue to exist regarding the indigenous/non-indigenous relationship, and to work for more equitable indigenous education by “resignify (ing) a pedagogy of voice, where subjectivity is conceived of as ‘a process, perpetually in construction, perpetually contradictory, perpetually open to change” (Belsey 1980, 132).