In Australian universities, non-Indigenous educators teaching Indigenous studies and/or Indigenous content must engage critically with anti-colonialism, not simply as lip service to syllabus content, but also, as an ethical consideration whereby consultation and collaboration with Indigenous scholars must necessarily direct praxis. Such an engagement might be referred to as a "critical alliance": an engagement with Others about whom we are speaking that forms the basis for an ethical relationship. A "critical alliance" with Others seeks always to undermine the colonial relations of power that discursively position both Indigenous and non-Indigenous subjects. This paper explores what such an alliance might "look like" as a feminist practice, what will sustain it or give it substance so it can be a productive contribution to a more socially just pedagogy that gives emphasis to Indigenous struggles and Indigenous knowledge.