The Truth and Reconciliation Commission of Canada's 94 Calls to Action have made specific demands upon educators to build "capacity" for intercultural understanding, empathy, and mutual respect" (TRC, 2015). This call proposes additional challenges for music educators whose lived experiences are rooted in the large ensemble performance-based instrumental tradition as they attempt to infuse authentic Indigenous voices in the music classrooom within a system that is not inherently set up for such dialogue (Author, 2018). These themes align with the lived experiences of the Canadian music educator.These educators are working within the systems of a music curriculum as it struggles itself to redefine its goals and purposes for all aboriginal and non-aboriginal Canadians. These aspirations can be explored within the current system through a shifting of musical forces, reflecting a shifting from the end product (concerted performance) to the generative process (Sheehan Campbell, 2014). This paper explores the experiences of two music educators who are post-secondary professionals, navigating their intersecting identities of indigenousness and whiteness while working to influence change in the existing music education paradigm.