This paper explores the tensions and complexities for two principals as they work towards equity and improved social and educational outcomes for their Indigenous students. Drawing on Foucault's fourfold ethical frame and poststructuralist notions of the subject, this paper presents the different ways the white female principals of Indigenous schools are formed as subjects. We illustrate how the multiplicities of their subject formation are influenced by the historicity and contextual factors of the schools and communities. These factors play a significant part in how these principals work as advocates and differently experience and negotiate the tensions around representation of and for Indigenous schools and communities. In realising equity goals for Indigenous students, the paper draws on Foucault's work to illustrate the imperative of school leaders' cognisance of, and capacity to work with, these factors.