Colonialism is a practice of domination which involves the subjugation of one people to another, and colonisation is well known as the underlying factor influencing injustice that results in inequality for Indigenous Peoples. Colonised processes that privilege western, Eurocentric ideals in research undertaken in the academy are a contributing factor to this injustice and inequality. To ameliorate the dominance of western approaches in the academy, privileging Indigenous voices, expressions, Peoples and communities is necessary. Increasingly the dominance of western-orientated discourse is being challenged by proactive Indigenist research approaches. Indigenous and Indigenist research privileges self-determination, sovereignty and community control with the aim of Indigenous Peoples charting their own political and social agendas for liberation from the colonial domination of research (and society). Indigenous and Indigenist research is research that upholds the political integrity of Indigenous Peoples as sovereign Peoples. There is an overwhelming need for culturally responsive and diverse scholarship in Australia and research approaches that privilege inquiry bases that explore epiphanies, ritual, routines, metaphors and everyday experience create a process of reflexive thinking for multiple ways of knowing, being and doing. This chapter explores the relationship that developed between Tilia, a settler Australian woman and student, Kelly, an Aboriginal woman and scholar and Bundjalung Country, in the Northern Rivers region of New South Wales, Australia. We discuss how Indigenous protocol and process informed the development of our relational, reciprocal human and non-human connection and explore a potential way in which Indigenous and non-Indigenous researchers can collaborate and create an alliance with each other and Country—as indeed such engagements and alliances are tactically necessary to get decolonial and anti-colonial research work done.