In this paper, we pose the question of terminology and definitions associated with theconcept of an Indigenized academy or curriculum. Calls to Indigenize the academy orcurriculum are implicitly asking for an overlay or inclusion of Indigenous content,preferably by Indigenous peoples, as a mechanism to incorporate histories, traditions,and knowledges that are divergent to the dominant perspective(s). However, we ques­tion whether this approach is sufficient as there is no requirement on the part of thedominant group to question their role or position relative to that of Indigenous Aus­tralians. Consequently, we ask if it actually changes the norms to deconstruct racial,social, and cultural dominance in the context of colonized spaces. We further questionwhether such an approach has resulted in greater retention and graduation of Aborig­inal and Torres Strait Islander students. As part of our argument, we offer a criticalpedagogical approach of decolonization based on conscientization. This approach toeducation requires an awareness, acknowledgement, and shift on the part of the dom­inant group that a monocultural approach to education—irrespective of disciplinaryorientation—is harmful to both the Indigenous and non-Indigenous community. Itfurther offers the potential for education, and specifically psychology, to create a thirdspace in which substantive reconciliation might occur.