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This paper explores some of the issues in Indigenous self-determination in education through a focus on independent community-controlled community Indigenous schools. After establishing the historical and policy context for the emergence of community control in education, the paper provides an overview of data related to location, enrolment, staffing and curricula in 20 independent Aboriginal schools and explores the philosophical movement that underpins many independent schools: ‘both ways’ education. The paper addresses specific and general policy issues related to community-controlled education in the light of recent research suggesting limited support among Indigenous people for independent schools.