Abstract: The doctoral research that this paper is based on focused on the low number of young Aboriginal teachers currently undertaking and completing teacher education in remote communities in central Australia. What became clear from the research was that the biggest barrier to Aboriginal people becoming qualified teachers is the legacy of settler colonialism and the ongoing neo-colonial structures of education and knowledge systems. What also emerged is that there are powerful possibilities for co-creation of knowledge if we are willing to engage in a process of decolonising the knowledge work we do. The thesis is also a documentation of how the teacher participants in the research and I intentionally inhabited this decolonising way of working as we did the research together. Through this process we were able to discover ways of working together in what Verran (2013) calls ‘good faith’ that left us all with what the teacher participants referred to as that ‘right feeling’. The thesis pays attention to the knowledge intersections that are possible if we intentionally work in decolonising ways. It offers a number of ways of ‘being’ as we work together and a number of ‘tools’ that help us to work together in ways that allows knowledge systems to co-exist and co-create new knowledge without one blocking or erasing the other.