This chapter explores activist allyship, solidarity, and anti-discriminatory education through a social justice lens. It promotes an anti-discriminatory pedagogy that engages with Indigenous epistemologies, pedagogies, and resources, and which is place based, contextualized, and interdisciplinary. Allyship has a significant role in advancing anti-discriminatory education through engaging with culturally relevant resources, supporting community-identified goals, and collaborating with community members. In the Arctic, as exemplars, the Inuit Qaujimajatuqangit, Inuvialuit Inuuqatigiit, and Gwich’in Dene Kede—resources offering insight into Indigenous knowledge, history, traditions, skills, values, and beliefs—are expected to inform the teaching of territorial curriculum. Resources such as these allow allies to disrupt and resist Eurocentric and hegemonic education and engage in anti-discriminatory, inclusive education. There is a need to respond to the Truth and Reconciliation’s Calls to Action in education through supporting allies in incorporating Indigenous knowledge, history, traditions, skills, values, and beliefs into learning in a good way as an important foundation for anti-discriminatory education. The chapter calls for the further development of culturally appropriate resources that empower Indigenous communities to contribute to improving anti-discriminatory education. Indigenous-focused decolonizing resources could make education more anti-discriminatory, equitable, inclusive, and diverse. The availability of these resources will offer more educators the opportunity to become allies and the ability to be better equipped to enact activist pedagogies and engage with intentionality in advancing anti-discriminatory work in school systems and in communities.