Abstract
This article discusses intercultural collaboration as a process of dialogue, and transformation of hierarchy in academia. This collaboration involves Transformación Docente (TD), a professional development scholarship program which brings together teachers from Indigenous communities in Mexico and graduate students in a course on Indigenous bilingual intercultural education. The course, guided by Vanessa Anthony-Stevens, resulted in a co-authored collaboration between Virgilia Pérez García (Mexican Zapotec) and Trudie McEvoy (European American) creating an intercultural lesson privileging indigenous Zapotec knowledge. Using auto-ethnography, the stages of intercultural collaboration are analyzed through personal narratives created in a reflective process of teacher learning, that examine the marginalization of indigenous voices and illuminate the gap between theory and practice. This article exemplifies a personal and professional collaboration that encourages experiential learning which questions hegemony as a form of nurturing interculturalism for society at large, not merely for indigenous or minoritized populations in education.