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In the spring of 2012 we were awarded grant funding to work alongside urban Aboriginal youth in an afterschool program. This particular paper focuses on our experiences of negotiating ethics within a diverse community. Paying particular attention to the rhythm and protocols that are situated in place, time and the personal and social contexts (Clandinin & Connelly, 2000; Clandinin, 2013), we inquire into the shaping of this relational space, and also how this relational space began to shift our (the Authors) personal practical knowledge, shape our stories to live by and in turn influence our pedagogies