This case study reflects upon practices of community-engaged scholarship and teaching as autoethnography research rooted in Indigenous educational sovereignty and decolonization. In this case study, readers are invited to contemplate how their positionalities, and practices in their respective fields, could be framed into active research. Readers will be able to consider how their responsibilities and energies are woven into contributions toward calls to action. The author shares reflective details, motivations, and realizations that shaped what became an autoethnography. This piece is especially written for postgraduate Black, Indigenous, and People of Color (BIPOC) academics who are interested in finding strategies on how to remain centered in their identities as they navigate the academy. [This content is provided in the format of an e-book.]