| Summary: | Abstract
This is a reflective paper that explores Martin Nakata's
work as a basis for understanding the possibilities and
restrictions of non-Indigenous academics working in
Indigenous studies. The paper engages with Nakata's work at
the level of praxis. It contends that Nakata's work
provides non-Indigenous teachers of Indigenous studies a
framework for understanding their role, their potential,
and limitations within the power relations that comprise
the “cultural interface”. The paper also engages with
Nakata's approach to Indigenous research through his
“Indigenous standpoint theory”. This work emerges from the
experiential and conceptual, and from a commitment to
teaching and learning in Indigenous studies. It is a
reflection of how non-Indigenous academics working in
Indigenous studies can contribute to the development and
application of the discipline.
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