Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell, 2019; Wilson-Strydom, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson, 2009; Nakata, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson, 2002; Norlin, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs, and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy.