Stirred, not shaken: An Aboriginal Woman's experience of the Academy

The study findings challenge existing discourses of Indigenous academic inclusion. The study is a form of critical inquiry investigating the political climate and work environments of educators and practitioners in my study. My analysis is grounded in an Indigenous Woman's Standpoint through Indigenous autoethnographic methodological practice and this largely refers to using my point of view as an Indigenous woman to offer insights disrupting the systemic processes that position Indigenous Australian peoples and Knowledges as 'the other' within the academy. I seek to offer some new insights into the causative factors of institutional racism, which, despite policies of diversity and inclusion, continue to exacerbate the socioeconomic, educational and health gaps between Australia�??s Indigenous and non-Indigenous populations, and the possibilities of reforms that may facilitate Indigenous social mobility through professional advancement and achievement.