ABSTRACT
This chapter focuses on the documents experiences of Aboriginal academics in the university engaged in teaching that is generically organised under the banner of Aboriginal/Indigenous Studies: Knowledges. Indigenous Knowledges as a discipline is not yet settled within the academy. It is therefore important to raise critical questions to disrupt those matters pertaining to legitimacy and authority that arise because these Knowledges are being refined, defined and refined again. Non-Indigenous academics speak from within the disciplinary intersections where their knowledge production and practice takes up issues about us, our historical experience and contemporary practice. In this chapter, the thorny issue of bringing Aboriginal knowledges into the university presents certain dangers. Other Aboriginal academics' stories of teaching in the academy can be situated alongside the Deadly Tidda's narrative. The labouring required for Aboriginal being in the domain of teaching and learning also applies to the Aboriginal student experience.
