1 Circular movement in the teacher/learner roles for advanced Indigenous social work education Authors: Susan Gair, PhD Lorraine Muller PhD student Key words: social work education, Indigenous social work, circular learning, responsibility of knowledge. Key terms: Aboriginal and Torres Strait Islander people are the Indigenous people of Australia and in this paper, Indigenous means Indigenous Australian. Where used, Indigenous refers to people who identify themselves as, and are descendants of, Aboriginal and Torres Strait Islanders. Abstract The contribution of eurocentric curricula to disappointing numbers of Aboriginal and Torres Strait Islander students graduating from tertiary education is identified in the literature. We – a non-Indigenous social work educator and an Indigenous PhD student - describe our quest towards curricula more relevant to and more inclusive of Indigenous peoples rather than solely reflective of colonialist constructions. The chapter begins with the first author revealing how she came to take up the role of learner under guidance from Indigenous community members including the second author. The second author details her roles as student and as teacher. Further, she identifies the absence of a grounded theory for Indigenous practice and her PhD work towards translation of oral Indigenous knowledge into a social work theory that can inform education and practice. We model one way for Indigenous and non-Indigenous educators (and practitioners) to work in partnership for the advancement of Indigenous Australians. 150 words