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Working toward decolonizing pedagogy involves discomfort, as one pushes back against the status quo, challenging colonial embeddedness in education and meaningfully integrating Indigenous literature and scholarship. In this study, we conducted a thematic analysis of our respective reflections written throughout our involvement in a post-secondary decolonizing pedagogy and syllabi project. This analysis demonstrates our unique positionalities and the importance of working together across difference. We situate our analysis in a discussion of decolonization and consider what it means to be an ally and an accomplice. Then, we present and reflect upon the two emergent themes (1) relationality and (2) emotions, and the subthemes of: (a) frustration, fear, and discomfort; (b) disappointment; (c) time and energy required to do this work; and (d) hope. We conclude by sharing “takeaways” for others to reflect upon as they pursue their own decolonizing curricula efforts.

“A Lot of my Day is Spent Looking at Injustice”: Reflections on Decolonizing Teaching and Relationship Building across Difference