Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation With a Remote Indigenous Community School

Abstract

Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, ‘Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity’, funded by the Melbourne Social Equity Institute (MSEI) at the University of Melbourne (UoM). The project's aims were to document insights into working with communities and educators in a remote community school in Western Arnhem Land, and to promote and raise Aboriginal students’ aspirations for engagement in further education through knowledge exchanges. Two project deliverables focus this paper: a participatory workshop conducted at UoM by educators and students from the school, and a qualitative research study that investigated the mutual partnership capacity building between the school community and UoM. The workshop provided an environment conducive to the participants sharing their cultural knowledge and perspectives on a two-way Learning on Country program with the wider UoM community. Extensive interview data collected from school and community-based participants identified the enabling and constraining factors impacting the formation of a sustainable partnership. The findings revealed the importance of prioritising relationship-building, the valuing of resource development, and the need for humility and openness to criticism when working with remote communities.

The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies

“…The literature comprised three distinct institutional categories: six publications primarily examined university led aspiration and/or outreach programs targeting secondary school students (Godinho, Wooley, Webb, & Winkel, 2015;Peralta, Cinelli, & Bennie, 2018;Shinkfield, 2014;Smith et al, 2015;Thomas, Bronwyn, Kirkham, & Parry, 2014;Thorn & Flodin, 2015); two publications focused on vocational education and training (VET) programs based at secondary schools (Oliver, Grote, Roschecouste, & Exell, 2013;Pham, Page, Sivamalai, & Woolley, 2012); and four related to experiential place-based learning programs with a local employment focus (Altman & Fogarty, 2010;Fogarty, 2012;Fogarty & Schwab, 2012;Kral, 2010). Ten publications reported studies conducted with students enrolled in community-based schools (Altman & Fogarty, 2010;Burton & Osborne, 2014;Fogarty, 2012;Fogarty & Schwab, 2012;Godinho et al, 2015;Kral, 2010;Peralta et al, 2018;Osborne et al, 2017;Smith et al, 2015;Thomas et al, 2014), and four publications reported studies conducted with remote Indigenous students who attended boarding schools (Oliver et al, 2013;Pham et al, 2012;Shinkfield, 2014;Thorn & Flodin, 2015).…”

An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland

“…Similarly, it is recommended that developing education that is specific and accessible to the Practitioners enables communities to grow their health workforce (National Aboriginal and Torres Strait Islander Health Council, 2003; Rose, 2014). As well, training local people enhances social capital by building their capacity to respond to identified needs (Toombs, 2011; Giri et al ., 2012; Sherwood and Kendall, 2013; Best and Stuart, 2014; Godinho et al ., 2015).…”

“…Sharing the construction of CE with regional Practitioners can enhance culturally derived knowledge and skills leading to increased social capital and better health outcomes (Sherwood and Kendall, 2013; Godinho et al ., 2015). However, this approach requires health and education providers to acknowledge the vital role that practitioners have in maintaining and improving the health status of Aboriginal and Torres Strait Islander communities.…”