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Difficult Dialogues in the South: Questions about Practice

  • Martin Nakata (a1)


This is a reflective opinion piece, on our efforts in Australia to achieve alignment between the goals of Indigenous self-determination, Indigenous studies programmes and decolonising theory for an open and critical dialogue in south–south scholarship agendas. In this spirit, extant approaches to Indigenous studies in the Australian higher education context are questioned, the scholarship recruited for this is challenged, and its advocated role in the education of all students is raised as a major concern.


Corresponding author

address for correspondence: Martin Nakata, Indigenous Education and Research Centre, James Cook University, Townsville, QLD, 4811, Australia. Email:


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This article is based on research work supported by the Australian Research Council Grant IN120100021.



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Nakata, M., Nakata, V., & Chin, M. (2008). Approaches to the academic preparation and support of Australian Indigenous students for tertiary studies. The Australian Journal of Indigenous Education, 37 (S1), 137145.
Nakata, M., Nakata, V., Keech, S., & Bolt, R. (2012). Decolonial goals and pedagogies for Indigenous Studies. Decolonization: Indigeneity, Education & Society, 1 (1), 120140.
Nakata, N.M. (2013). The rights and blights of the politics in Indigenous higher education. Anthropological Forum: A Journal of Social Anthropology and Comparative Sociology, 23 (3), 289303.



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