This international cross-cultural research collaboration investigates recent attempts to reimagine music education conferences as decolonial knowledge-sharing spaces that centre Indigenous ways of knowing, being and doing (Martin & Mirraboopa, 2003), recognizing research as process and Ceremony (Prest et al., 2024; Wilson, 2008). Specifically, our panel reflects and builds on knowledge sharing events held on Coast Salish Territory (Canada, June 2024 and December 2025), Yugambeh Country (Australia, December 2024 and June 2026), and within Huasteca communities in Veracruz State, and in Mexico City (Mexico, July 2025). As Indigenous and non-Indigenous music education researchers working in partnership with Indigenous communities in Australia, Canada, and Mexico to support the revitalization and maintenance of Indigenous languages, we interrogate relational processes to amplify Knowledge Keepers’ voices and mentor Indigenous youth in emerging global research networks.In 2024, two knowledge sharing initiatives were held in Victoria, Canada. In the first event, Indigenous and non-Indigenous scholars, and Indigenous and non-Indigenous community members working and living on Coast Salish Territory and in the Huasteca region gathered to discuss and reflect on the present and future of Indigenous Peoples' ways of knowing and being in relation to Land. The second event coinciding with the Mayday Colloquium, brought together Indigenous and non-Indigenous researchers from Australia to meet with school leaders from the W̱SÁNEĆ school board and exchange song, dance and story at Mungo Martin House. Responding to relationships formed during the Australian visit to Coast Salish Territory, Indigenous and non-Indigenous scholars, youth and Knowledge Keepers from Huasteca, Coast Salish, Kwakwaka’wakw and Eastern Aboriginal territories were invited to gather on Yugambeh Country. Coinciding with a celebratory concert honouring the tenth anniversary of the Yugambeh Youth Choir, participants walked together on Country informally sharing meals, stories, songs in language and aspirations for future collaborations in the Huasteca region. Conversations were not bound by Western conference time-limits and affirmed music’s place as a tool for connection. In July 23-29 2025, a group of 45 Indigenous and non-Indigenous scholars, Indigenous community members, and Indigenous youth participated in the Indigenous Solidarity for Sustainable Futures Colloquium (ISSFC). The ISSFC took place in Mexico, particularly in the Huasteca region and Mexico City. This event hosted representatives from Australia, Canada, Mexico, and New Zealand. As part of the ISSFC activities, we were invited into communities in the Huasteca region, where music-making and local protocols (e.g., welcoming into the Land) were central in all knowledge-sharing activities. This event culminated in a two-day gathering in Mexico’s National Anthropology Museum. During the ISSFC, we discussed five topics: 1) Sustainability practices rooted in local Indigenous perspectives and their connection to the Land; 2) Indigenous youth leadership; 3) Indigenous languages revitalization; 4) Indigenous perspectives across K-12 and postsecondary education; 5) Indigenous methodologies in research; and 6) Music making in connection with the Land and worldview.Following our week-long experience of Huasteca culture in July 2025, we gathered for another week of discussion and reflection in Victoria, Canada in December 2025. Members of various Coast Salish and Kwakwaka’wakw communities, Huasteca community members, and Indigenous students from Australia gathered with researchers to develop plans for future work based on recommendations discussed in Mexico, including the possibility for Huasteca youth musicians and scholars to visit Australia in June 2026, in part to attend the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) Conference hosted by the Yugambeh People on the Gold Coast. We also finalized a series of papers for the journal AlterNative and sketched an outline for applications for further Australian and Canadian research funding. Our week-long gathering in Victoria culminated in a special Faculty of Education-wide event entitled Xʷkʷənəŋ istəl | W̱ ȻENEṈISTEL | Helping to move each other forward in research where we welcomed faculty members and graduate students who engage in community engaged research to present their studies.These examples of gatherings that center Indigenous ways of knowing and being (and that transcend music making and learning) prioritise connection and broader understanding. They point to ways that we might envision conferences differently, and consider combining ‘conferencing’ with community gatherings and community knowledge sharing. It is crucial to centre the voices of children, youth, and community members in spaces that have been historically limited to people working in academia. Imagining conferences differently might entail following local ways of doing, providing translation services, going to locations that are radically different from the “usual” conference sites, and creating new ways to share knowledge. By offering alternate ways of sharing knowledge, we hope to reveal the taken-for-granted epistemologies that structure large academic conferences like ISME, which erase the possibility of listening to the voices of those whose values and ways of knowing may offer much wisdom.