This article contemplates the rights and responsibilities of non-indigenous participants in programmes for indigenous education. Drawing from Native Hawaiian early childhood examples, the author relates a series of counter-stories or cautionary tales which demonstrate how even well-intended, non-indigenous newcomers to indigenous education programmes can unwittingly alter these programmes with their dominant styles of interaction and participation. The article calls for careful consideration by non-indigenous individuals who seek inclusion in culturally based programmes for indigenous education, and considers a number of possible roles that could be assumed by non-indigenous participants. Arguing that different indigenous contexts may require different solutions to non-indigenous involvement, the author concludes that truly supportive non-indigenous participants in indigenous educational programmes will understand, and even anticipate, when it is their place to step forward, step back, or step out.
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