This paper is set within the context of my life journey as a teacher working in a dynamic and diversified school division and as a student in the Master of Education program. During my career, I have had the privilege of teaching and learning within varied international and intranational educational models and contexts. Throughout this journey, I have ascertained the critical importance of the power of different and diversified pedagogical approaches of teachers as they navigate the curriculum, form, and foster effective relationships with their students, and create an atmosphere of care within their classrooms and school communities that supports the learning of all. Teachers have an obligation to create opportunities for students to flourish within these systems that provide a more holistic framework of education in Canada, namely through Indigenization that fosters student capacity, success and well-being. Indigenization is a process through which Indigenous People bring their Indigenous ways of knowing, being and doing (pedagogies and perspectives) into spaces that were not necessarily designed for those ways. Educators will work as Indigenous allies to support collective learning for all students. The implications are that if we want to create atmospheres and environments within school communities where every student succeeds, we must advocate and work as allies to create and foster the development of a holistic Indigenized approach.
