ABSTRACT
As a retired academic, I am somewhat perturbed by the joint authorship of a volume that purports to present indigenous views of the educational enterprise. It is somewhat problematic to discern what is Aboriginal or non-Aboriginal in the introduction and transition sections. Fortunately, the bulk of the volume is written by indigenous people. The strength of this book lies in that fact. The Native authors wrote from their own personal experiences and this refl exivity is mirrored in the models they present.
