In this article, I consider the efficacy of transformative embodied pedagogies for makingspace for Indigenous voice and testimony in the classroom. Drawing upon my experi­ences of teaching women's studies, and as an Indigenous woman who is simultaneouslyboth teaching and learning, I use the concepts of Indigenous voice and One-ness to re­flect upon my location as educator within a web of power relations and to argue thatIndigenous pedagogies and protocols offer pathways to empowerment for all.