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AbstractThis paper explores the prescriptive, distancing and separating qualities that exist in Western systems of knowledge production. It examines scientific language and how discrimination takes place in the university setting and explores the ways in which academic knowledge production affects the learning experiences, participation and completion rates of Indigenous students. It suggests improving teaching and learning strategies to enhance unacknowledged learning processes towardsdoi:10.1017/s1326011100016094 fatcat:4765detbxbadjnkqdyk2xupt7m