“…There is a distinction, however, between Indigenous Studies per se and the education of Indigenous students; whilst Indigenous students may constitute a proportion of Indigenous Studies units and programmes, the cohort is likely to also include students from a wide range of other backgrounds (Page et al ., 2017). As Thorpe and Burgess (2016) have emphasised, while the interdisciplinary field of Indigenous Studies provides ‘a complex, challenging and oftentimes uncomfortable learning experience’, especially for students who enter with naïve or hostile perspectives, at the same time it ‘has the potential to shift non-Indigenous students' stereotypes, overcome biases, misrepresentations and historical omissions’ (p. 119). At the heart of the tension between these simultaneous challenges and opportunities, ‘is Indigenous contestation of Western worldviews, philosophies, knowledge, theories, methods, histories, and positioning of Indigenous people’ (Nakata et al ., 2012, p. 122).…”