The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education
It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a par...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2022-12-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/38 |
| _version_ | 1811200364501794816 |
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| author | Terry Moore Eliani Boton Catherine Street Rosemary Gundjarranbuy Elaine Lawurrpa Maypilama |
| author_facet | Terry Moore Eliani Boton Catherine Street Rosemary Gundjarranbuy Elaine Lawurrpa Maypilama |
| author_sort | Terry Moore |
| collection | DOAJ |
| description | It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with researchers, teachers, education leaders and elders from six remote Northern Territory Aboriginal communities. In this paper we describe the features that led us to characterise the initiative and the remote community and school context as intercultural and complex. The former included methodology, staffing, meeting procedure and interpersonal communication, negotiation of meaning and decision-making. On the basis of this approach, we found that intercultural complexity was strongly evident in schooling in Galiwin’ku, Elcho Island, North East Arnhem Land, which was the community most closely studied by the authors. The paper contributes to the recognition of intercultural complexity in remote Aboriginal schooling, and the potential benefit that its recognition can have for educational outcomes in those contexts.
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| first_indexed | 2024-04-12T02:03:38Z |
| format | Article |
| id | doaj.art-6aa8433485c045f0a614e395112fbee5 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-12T02:03:38Z |
| publishDate | 2022-12-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-6aa8433485c045f0a614e395112fbee52022-12-22T03:52:37ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842022-12-0151210.55146/ajie.v51i2.38The Whole of Community Engagement initiative: Interculturality in remote Aboriginal educationTerry Moore0Eliani Boton1Catherine StreetRosemary Gundjarranbuy2Elaine Lawurrpa Maypilama3University of TasmaniaPrivate consultantCharles Darwin UniversityCharles Darwin UniversityIt is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with researchers, teachers, education leaders and elders from six remote Northern Territory Aboriginal communities. In this paper we describe the features that led us to characterise the initiative and the remote community and school context as intercultural and complex. The former included methodology, staffing, meeting procedure and interpersonal communication, negotiation of meaning and decision-making. On the basis of this approach, we found that intercultural complexity was strongly evident in schooling in Galiwin’ku, Elcho Island, North East Arnhem Land, which was the community most closely studied by the authors. The paper contributes to the recognition of intercultural complexity in remote Aboriginal schooling, and the potential benefit that its recognition can have for educational outcomes in those contexts. https://ajie.atsis.uq.edu.au/ajie/article/view/38Whole of Community Engagement initiativeremote Aboriginal educationinterculturalityintercultural partnershipcomplexity |
| spellingShingle | Terry Moore Eliani Boton Catherine Street Rosemary Gundjarranbuy Elaine Lawurrpa Maypilama The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education The Australian Journal of Indigenous Education Whole of Community Engagement initiative remote Aboriginal education interculturality intercultural partnership complexity |
| title | The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education |
| title_full | The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education |
| title_fullStr | The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education |
| title_full_unstemmed | The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education |
| title_short | The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education |
| title_sort | whole of community engagement initiative interculturality in remote aboriginal education |
| topic | Whole of Community Engagement initiative remote Aboriginal education interculturality intercultural partnership complexity |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/38 |
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