Despite the proliferation of indigenous higher education programs and institutions in Australia, Aborigines and Torres Strait Islanders are concerned about continuing forms of imposition and domination. The central challenge is to understand that continuing forms of colonialism are responsible for the insidious and embedded features of hegemonic systems that still constrain the struggles of indigenous people through the manipulation of consent and dissent. Aborigines receive an education that is not congruent with their cultural values, but is designed to assimilate them into the wider society. The question of who should define and control "appropriate outcomes" is central to the growing demands for indigenous control of indigenous higher education. Alternative, independent higher education models in South Africa, Palestine, New Zealand, Canada, and the United States demonstrate that cultural survival, empowerment, and self-determination can be promoted when indigenous people exercise genuine control of their own affairs. Among the critical features that must be included in the emerging model of indigenous higher education are: control and direction by indigenous people; participation by indigenous communities; the role of elders as custodians of law and culture; attention to the question of "education for what?" in order to address the dilemma of continuing cultural assimilation and genocide; respect for the spiritual relationship between people and the earth; recognition of the traditions and aspirations of the Aborigines and Torres Strait Islanders; and culturally appropriate ways of thinking, living, and working. (TD)