The "self-styled guardians of academic 'excellence' feel obliged to exclude or depreciate the possibility of Aboriginal knowledge, Aboriginal understanding of power, accountability, and leadership. For these guardians, who are found in all disciplines as well as in the ranks of senior administrators and remain key to the ongoing marginalization and/or assimilation of Aboriginal students and scholars, to think otherwise would be to bring thinking itself into question. It would be tantamount to seeing academic rationality as in part a Euro-imperial, historically specific construct and therefore not a neutral, 'human' universal." (Findlay, 2000, p. xi)