In this article, we share our engagement with Indigenous methodologies in a research study focused on teacher candidates in inner-city education. The study is conceptualized through ethical relationality as developed by Dwayne Donald (Papaschase Cree), and the principles of Indigenous Storywork as developed by Jo-ann Archibald (Stó:lō and St’at’imc). The study was enriched through encouraging a wholistic embodiment of ethics, revealing the presences of land and more-than-human teachers, and providing opportunities to transcend dualisms. We conclude with a consideration of the complexities, possibilities, and limitations of ourselves as Euro-descendant researchers, and the ethical requirements of Indigenous mentorship, time, and responsibility.

在本文中，我们与本地方法论共同参与一项针对内城区教育中的教师候选人的研究。该研究通过Dwayne Donald（Papaschase Cree）开发的伦理关系和Jo-ann Archibald（Stó：lō和St'at'imc）开发的土著故事工作原理进行了概念化。通过鼓励对道德的全面体现，揭示土地和非人类教师的存在以及提供超越二元论的机会，该研究得到了丰富。最后，我们要考虑自己作为欧洲后裔研究者的复杂性，可能性和局限性，以及土著指导，时间和责任的道德要求。