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As guiding author of this paper, I am a syilx (Okanagan) artist and storyteller. iskwist mahúya (I am mahúya). I am a syilx suknaʔqín educator with kinship ties and responsibilities to Interior Salish relatives and tmixʷ (all of the interconnected life-forces). I consider myself a kinship connector, a web maker, connecting students to Storyways pedagogy and praxis that have worked effectively for millennia to ensure regeneration of life. I utilize frameworks such as First Peoples’ Principles of Learning, Truth and Reconciliation Commission of Canada Calls to Action, Professional Standards for BC Educators Standard 9 that pertains to respect and values of the First Nations, Inuit, and Métis in Canada, and UNDRIP, as pathways to respective Indigenous People’s diversity. I embody inclusion, and appreciation for diversity in my own practice with a collective pedagogy and praxis of well-being and food security being the goal. I consider myself a mentor and guide for learners on their learning journeys, to help develop and apply their understandings of syilx and Indigenous Storyways as pedagogy for responsible relationships with and between humans and the natural world. Together with four my co-authors—a Cree-Ojibwe scholar-educator, a Métis and mixed European educator, a White prairie settler descendent educator, and a scholar-educator-mother of European descent—our work takes up the challenges of decolonizing and Indigenizing learning environments (Association of Canadian Deans of Education, 2017; Donald, 2021; Hare, 2022) and navigating the challenges and embracing the opportunities of Reconciliation. This paper foregrounds local syilx knowledge and wisdom and uplifts the voices of syilx people. We will share insights from year one of a five-year SSHRC Partnership Grant with the Okanagan Nation Alliance, IndigenEYEZ, Kelowna Museums, the Kelowna Art Gallery, Central Okanagan Public Schools and UBC Okanagan. The researchers, authors of this paper, sought reflections from over 100 participants in the study and found that research participants were impacted by the land and historical/cultural/language learning experiences in ways that set them on transformative inner decolonizing journeys, and that resulted in participant requests to further deepen learning and community connections. The feedback collected emerges from reflective writing that took place following each of four land-based experiences and two online reflection circles. It opens a view into the learning and unlearning experiences of educators, researchers, and community partners. The experiences, guided by local syilx community members, reveal the inner journey of navigating complex reconciling conversations. The reflections provide understanding of the ideas which spoke most resoundingly to the research participants. It demonstrates how participants are beginning to understand their role in reconciliation. Many participants shared that their takeaway—pʔax̌, or spark—was the new way that they see, view, and experience this place as a source of medicine and life that must be treated with reverence and respect and that needs to be protected for future generations. The inner educator transformations led to shifts in teaching practice in their classrooms and this is part of the ongoing story.