As more Aboriginal people complete undergraduate degrees, they are becoming an increasing presence in graduate schools across the continent. No longer content with being included in conventional discipline-based scholarship, a number of scholars have begun the inevitable pushing back against the existing boundaries of the academy to insist that Indigenous Knowledges be fully respected and validated. The resulting pressure stretches the status quo and reforms the academy as we are only beginning to appreciate. The authors in this section provide multifaceted glimpses of this nascent process through stories of the barriers they negotiate, notes of bicultural reciprocity, emergent tensions, and other associated dynamics. The fertile field of Indigenous Knowledges in graduate school promises to transform the academy as it never dreamed possible. This section on the theme of graduate education begins with Haig-Brown's article entitled "Working a Third Space: Indigenous Knowledge in the Post/Colonial University.