Two colleagues, one who is identified as a Kamilaroi First Nation of Australia man, and a woman who is identified as Australian, from European decent, come together through dialogue to explore interdisciplinary practices within their university setting. Focusing on their areas of expertise, they share the similarities and differences associated with the concepts of identity, identifying and binaries between the teaching and learning of Science Education and First Nations Knowledge production. Through emerging dialogue, they realize that even though their cultural backgrounds are completely different, both are subjected to the complexities of hegemonic binaries that impact and influence their teaching practice. In striving for equity, both authors aim to continually recognize and challenge the binaries that privilege some agendas and students, and marginalize others. By sharing assumptions, beliefs and practices, the article invites the possibility that something new can emerge from their encounter to generate innovative understandings that will inform future practice. Through their praxis and dialogues with students, both have come to understand that it is not only those students marginalized by the system that appreciate their actions, but those who are privileged also benefit as they become more aware of an ever changing world around them.