After examining the literature on Indigenous pedagogies over the past three decades in light of critiques of their underlying assumptions, this thesis will propose a decolonising turn and consider alternative conceptions of Indigenous pedagogies as education through, or based on, Indigenous philosophies and methodologies. This approach is premised on the recognition of Indigenous intellectual sovereignty by way of respectful dialogue, willingness to learn and non-appropriative negotiations of meaning. By rupturing the familiar racialised discourse and reinserting Indigenous sovereignty into the local educational context, a whole new field of post-colonial possibilities opens up that recognises Indigenous people’s agency and intellectual sovereignty.

Drawing on recent developments in North America and Aotearoa, this thesis suggests that the recognition of and engagement with Indigenous philosophies through locally negotiated pedagogies provides an opening for re-energising the educational experience for Indigenous and otherlearners, transforming the education system through innovative approaches as well as contributing to decolonisation in Australia today. It is argued that this engagement must be inextricably linked to a human rights-based approach to education which supports agency, respects autonomy and creates shared spaces. Bringing into play recent developments in Indigenist research methodologies, the thesis is an explicit reflection of the author’s situatedness as a recent migrant in relation to Indigenous peoples, settler/invader descendants and other migrants in contemporary Australia. Seen in this light, the thesis is a story about creating homes, extending relatedness and sharing responsibility.

In this paper we want to explore and highlight via seminar presentation, the potential for Indigenous teaching and learning processes to make a unique and valuable contribution to the depth, sophistication and quality of the tertiary learning experience. In doing this we will explore how Indigenous and non Indigenous teaching staff and students are able to draw on Indigenous philosophies, values and traditions that may challenge, contradict and subvert the dominant paradigms established within the institution. This allows all participants to engage in the process of reflecting on their own values and traditions whilst consciously contributing to the development of outcomes that continue to strengthen and highlight the importance of sharing experience, knowledge and power.