Declining Indigenous student enrolments and outcomes, despite complex strategies to both attract students and limit attrition within the academy, are evident. Advocated Indigenous changes, at many levels, have not powerfully impacted the 'dragon's den'. Indigenous knowledge remains on the periphery, as an add-on to agendas not of Aboriginal making, limited in the content, processes, and practices of universities. Critical questions have to be asked about whether being captured by the economic purpose of education or, far worse, the blinding 'assimilative intent' of colonialism is acceptable. The author states that Aboriginal people know what they want, what is required and, with discussion among themselves, can succeed in achieving required outcomes for today's world. This paper argues that speaking about knowledges, what is needed to be known, how it is known, and what Aboriginal people do, provides the possibility to affirm and shift focus within the 'dragon's-den'.V. Arbo
