The language education policy research based on the views of remote Indigenous communities that is the subject of this paper involved a complex metaphoric dance but one centred on the lead of Aboriginal collaborative research participants. The researchers in this dance, fortunately, had enough experience in traditional Aboriginal decision-making processes and so knew the tilts and sways that ensured the emergence of a reliable picture of remote Indigenous knowledge authority. However, as with most Indigenous research, the de-colonisation process and the use of Indigenous research methods hit a misstep when it came to the academy's ethical procedures and institutional gatekeeping. This almost led to a position from which the research would not recover and from which a contentious but important Indigenous topic on Indigenous language education remained unvoiced.