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This is an edited volume with contributions by leading scholars on the central epistemological, theoretical, political, and pedagogical questions and debates that constitute the discipline of Indigenous Studies. The volume emerges from a 2012 symposium hosted by the Indigenous Studies Research Network at Queensland University of Technology. The volume is organized into three sections: the first section includes essays that interrogate the embeddedness of Indigenous studies within academic institutions; the essays in the second section explore the epistemology of the discipline; and the third section's essays are devoted to understanding the locales of critical inquiry and practice. Moreton- Robinson's introductory essay provides a brief history of the discipline

Indigenous studies and Taiwan studies have a rather tenuous intellectual relationship. From a Taiwanese perspective, the study of indigenous peoples has been a part of the inward-turning indigenisation (本土化, bentuhua) of Taiwan scholarship; affirmation of a locally-rooted, non-Chinese national identity. The idea that Taiwan is the starting point of the Austronesian diaspora makes Taiwan important to the world in new ways. For indigenous scholars, indigenous studies can also contribute to a pride of their places and cultures, meaningful on their own terms. Applied and action research can also be helpful to indigenous goals of local self-determination. Reflection on the ontological implications of indigeneity suggests that indigenous studies cannot be relegated to a subfield of Taiwan studies. There is thus a need for reflection on the ontology of our studies.

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples' preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact on those being named and those doing the naming. This paper reflects the views and experiences of teaching staff at the Indigenous Studies Unit (ISU) in the Faculty of Arts at the University of Wollongong. It comes from our teaching experience, and from discussions with staff and students over the past few years that have conveyed to us a continuing anxiety about language use.

This paper looks at the experiences associated with teaching Indigenous studies in an Australian university. It employs the concept of racialized assemblages in relation to Indigenous academics and pre-service teachers when teaching about Indigenous students. It also investigates the university's ethical obligation of teaching in this complex space. In the lecturing and tutoring, the Indigenous educator's body is 'raced' and 'othered' within the dominant Western discourses of knowledge production. This paper challenges and disrupts Western epistemic knowledge practices of racializing Indigenous body and supports a praxis of Indigenous humanness for the Indigenous educator.