Indigenous learners are typically positioned in deficit ways within educationally focused conversations, an extension of efforts that seek to 'fix' the 'problems' attached to 'Indigenous education'. In this sense, there is little difference, be they X, Y, or Z generation; part and parcel of being Indigenous and in school, requires responding to the challenges of being positioned as 'Indigenous' whilst concurrently working out what it means to be subjectively Indigenous. This article draws on my research in high school classrooms, where the teachers' inability or unwillingness to hear, see or speak of, or within, the racialised discourses that periodically erupt, create both possibilities and challenges for all students, but particularly for those who are Indigenous. In the following discussion I utilise the post-structuralist understanding of 'positioning' to help explore the discursive practices taken up by Indigenous students as they negotiate being positioned as powerless alongside their efforts at taking up powerful positions.