ABSTRACT. In this article we investigate strategies for authentically engaging Indigenous knowledges in the epistemologically Western “uni-versity” using data from cross-institutional, virtual international student exchanges between University of Alaska Fairbanks and Victoria University of Wellington. Analysis of student perspectives on Indigenous Knowledges (IK) from discussion forums illustrates their growing understandings of IK as authentic, complex systems generating distinct theoretical and analytic frames; including insights as to how these frames provide innovative, cross-disciplinary processes and solutions to current challenges. Targeted and student-generated questions initiated dynamic dialogue, including: the intersections and divergences of Western and Indigenous knowledge systems; the roles of Indigenous languages in enhancing understandings of IK; the potential for bridging or interfacing IK and Western knowledge versus attempting to integrate those systems; and the future of IK in the academy in terms of Indigenous peoples’ pursuit of self-determination and sovereignty. pp. 99–116

Keywords: Indigenous studies; Indigenous knowledge; higher education