This chapter presents dialogic reflections on the authors’ experiences deconstructing Eurocentric biases and disrupting the pervasive whiteness of curriculum with teacher candidates in Ontario, Canada. Acknowledging our positions as White, settler, women, and mothers within the academy, we are guided in a foundational belief that our practice benefits from a generative critical friendship that is reciprocal, critical, and reflective. We regularly come together to consider: How have we rooted our pedagogy in antidiscrimination and decolonization? And what changes will we make in our future instruction? In this chapter, we share our reflections on these questions discussing our commitment to modeling antidiscriminatory and decolonizing pedagogies. We reflect on teaching with transparency, explaining the why and how we teach, and discussing with teacher candidates the ways that education policy, positioned as supporting equity and social justice, reinscribes settler futurity, constructing decolonization as a metaphor. We discuss the challenges and opportunities that emerge as we work to both meet students where they are in their own un-and-re-learning, while making explicit the need to move beyond dialogue to praxis, as well as doing this work in an online context. Acknowledging our mutual goal of developing students who understand their responsibilities in forging antidiscriminatory and decolonial futures, we provide insight into the ways our critical friendship operates so that others can mobilize this in their practice.