Through narrative case analysis of political discourse and school practice I examine how intercultural policy vis-à-vis ideologies of Indigenous exclusion are appropriated across political and education institutions in the Peruvian context. Particularly, the analysis included in this chapter shows that definitions of education and Indigenous people in contemporary Peru continue to reflect a colonial legacy of deficit and exclusionary ideologies towards Indigenous worldviews, cultures and languages despite two decades of de jure intercultural policy. Most importantly, the argument I develop in this chapter shows the importance of focusing attention on local teachers as agents of change and on schools as spaces that can foster Indigenous citizenship, challenge socioeconomic inequalities and the overall status quo.