This contribution explores non-Indigenous researchers' education via Aboriginal and Torres Strait Islander Peoples’ knowledges, theories and perspectives in "coming to know" the racialised enactment of PETE. Employing Nakata's (2002; 2007) Cultural Interface and Indigenous Standpoint as the theoretical lens, I reflect on how we can recognise and act upon the opportunities to decolonise HPE in various schooling sites with the aim of generating suggestions and implications for PETE research and praxis.