Building Effective Partnerships with Indigenous Students, Families and Communities

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Introduction
Congratulations on your teaching appointment!
Teaching Indigenous students can be a highly rewarding experience. It may, however, present you with unique challenges that you may not have experienced in previous placements. Research suggests that the most effective way to deliver positive educational outcomes to Indigenous students is to gain the support of not only students, but also their families and the broader Indigenous community (Partington, 1998). These three integral ingredients to success; the student, their family and the broader community, whilst separate, are interconnected; educational accomplishment cannot be achieved in isolation, all three components are required. Given that traditional Indigenous education was life related and life inspired, the achievement of success depends on all parties must recognising the connection between what is learnt at school and its relevance in everyday community life (Partington, 1998). Once this relationship is understood and a respectful rapport is developed, educational programs that maintain cultural identity and compliment traditional educational practices can support the academic success of our students. Four critical characteristics are required on your journey, Communication, Collaboration, Cultural Competence and Commitment. This publication aims to arm you with information on the distinct nature of teaching Indigenous students by providing suggestions on building effective partnerships with Indigenous students, their families and the broader Indigenous community.

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Teaching Indigenous Students In Rural Areas

Communication

Student

Commitment
Family Community

Collaboration

Cultural Competence

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Collaboration
Collaborate to develop objectives which support common goals (Rosenberg, O'Shea, & O'Shea, 2002) Tribal Warriors member, Shane Phillips, calls for a bottom-up approach to Indigenous education; one that relies on the strength of Indigenous families and the broader community to help develop educational programs based on best practice methodologies (Beresford, Partington, & Gower, 2012). Specific strategies supporting collaboration:

Students
Families Community

Encourage students to share how their learning helps them in their everyday life.

Asking family members for their input when developing teaching programs.

Asking members of the local Indigenous community to be involved in educational programs.

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What does collaboration look like in practice? Seeking input from others when developing classroom curricula, objectives and activities. Sharing information, resources, ideas and suggestions and inviting other to contribute. Checking for understanding and agreement.

What skills will you need? Respect: acknowledge the abilities, experience, creativity, and contributions of others. Empathy: listen to and acknowledge the feelings, concerns, opinions, and ideas of others. Diplomacy: approach and address problems in a non-threatening manner.

Co-operation: group decisions should be encouraged and diverse opinions nurtured.

(University of Strathclyde, 2013)

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Communication
Use effective communication; overcoming cultural barriers to build positive relationships (Rosenberg et al., 2002) Intercultural communication capabilities are vital to the development of collaborative partnerships. Teachers must be aware of differences between Western and Aboriginal styles of communication, as powerful cultural principles may hamper effective communication between Aboriginal and nonAboriginal people, even if the Aboriginal person appears to speak English well (Fryer-Smith, 2002). Specific strategies demonstrating effective communication:

Students Families Community

Explicit instruction; being clear about expectations and instructions assists Indigenous students in grasping tasks and reduces opportunities for student misunderstanding non-verbal cues (Beresford et al., 2012). Aboriginal families want their children to be aware of their background yet still be able to survive in the wider community; an appreciation of these values is important (Beresford et al., 2012).

Communicate openly; establish yourself as a person who is trustworthy, respectful and listens and the community will be receptive to working with you (Northern Territory Government, 2010).
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What does intercultural communication look like in practice? Respecting that silence plays a significant and valued role in communication. Understanding that Aboriginal people may prefer to communicate indirectly, instead of asking direct questions. Avoiding using terminology which may cause offence or confusion.

(Fryer-Smith, 2002) What skills will you need? Listening: avoid interrupting or trying to redirect the conversation, listening is not the same as waiting for your turn to talk. Using nonverbal communication: be conscious of what your body language and posture is communicating; this should reinforce rather than contradict what you are saying. Learning: from your mistakes; effective communication takes practice. Be prepared to acknowledge instances of miscommunication in order to learn from them. Consideration: before you speak; contemplate what you are trying to communicate to ensure the clarity of your message.

(University of Strathclyde, 2013)

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Cultural Competence
Be respectful of cultural issues and boundaries (Rosenberg, O'Shea & O'Shea, 2002) Cultural competence acknowledges and responds to the unique viewpoints of people and communities, and is the foundation of effective communication (Quappe & Cantatore, 2007, Alford, 2004). As a teacher living in an Indigenous community, you may find it necessary to adjust your perceptions of the right behaviour in different situations (Northern Territory Government, 2010). Specific strategies demonstrating cultural competence:

Students

Setting aside any culturally based presumptions or bias enables teachers to truly recognise and value student abilities. This will foster positive relationships with all students (Rothman, 2008).

Families

Consider the perspective of families based upon their experience of schools and teachers and the history of the community. This understanding may offer valuable insight into reasons why families may feel reluctant to engage with schools (Rothman, 2008). Engage with the local community to better understand Indigenous cultural practices by participating in community events and activities (Northern Territory Government, 2010).
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Community

Teaching Indigenous Students In Rural Areas

What does Cultural Competence look like in practice? Exploring the different aspects of culture within a classroom setting. An appreciation of traditional practices; encouraging the sharing of cultural ideas passed down from families and the broader community. Encouraging tolerance and understanding of cultural diversity by inviting members of all cultural communities (not just Indigenous communities) to discuss their histories and traditions (Beresford et al., 2012).

What skills will you need? Inclusion: invite the participation of community leaders, parents and extended family to share their experiences; demonstrating an appreciation of Indigenous culture. Knowledge of local culture: teachers who understand what makes Indigenous culture unique can utilise this knowledge to build respectful relationships that strengthen over time. Openness: demonstrating an openness to learn about other cultures and share your own cultural experiences builds trust and understanding.

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Commitment
Demonstrate a personal commitment to lifelong learning
One of the most important aspects of being a teacher is to understand that our learning is a process that has no end. Participation in ongoing learning through professional development courses broadens our understanding of students and subject matter, allowing us to identify pedagogical strategies that best benefit students. Through the implementation of such strategies, we can build positive relationships with Indigenous students, families and communities. Specific strategies demonstrating commitment:

Students

Researching Indigenous specific teaching strategies such as Yunkaportas 8 Ways of Aboriginal Learning - which draws upon the cornerstones of traditional Indigenous education, whilst making them relevant to modern learning - can support a feeling of inclusiveness in Aboriginal classrooms (Yunkaporta, 2013). Families will appreciate teachers attempts to learn about Indigenous cultural practices in an effort to best support the learning of their children. Engaging with and learning from the wider community to build strong relationships; creating a more cohesive educational approach.
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Families
Community

Teaching Indigenous Students In Rural Areas

What does commitment look like in practice? Seeking professional development opportunities that support Indigenous learning. A preparedness to take on board suggestions from students families and the broader community. Taking the time to understand students individual and cultural needs, leading to the achievement of positive educational outcomes whilst developing respectful relationships with students, their families and the broader Indigenous community (Partington, 1998).

What skills will you need? Dedication: Dedication to the teaching profession and your students. Openness: The ability to take on board new strategies that support student learning. Academia: Professional development requires an obligation to study regimes. Time Management: Continuous learning whilst working requires effective time management strategies.

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Conclusion:
Evidence suggests that successful partnerships between teachers, their students, families and communities are essential ingredients in improving the educational outcomes of Indigenous pupils. The support of social and cultural strategies lies at the heart of curricular development, and a top down solution is not the answer. The solution must originate from the ground up; it must grow from within the community, for the benefit of students, their families and Indigenous society. We must employ a holistic approach to the education our nations first people. Symbiotic solutions, incorporating all facets of the educational spectrum must be sought after and employed, including developing teaching and learning programs that draw upon the strengths of Indigenous families and the broader Indigenous community. Efforts discussed in this paper are only a blueprint, a starting point; without the support of all parties success cannot be achieved. We hope that this pamphlet has offered you a deeper insight into the key relationships you will be developing in your new role.

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Reference List Asia Pacific Tourism Association. Conference (9th : 2003 : Sydney NSW.), Griffin, T., Harris, R., & University of Technology Sydney. School of Leisure Sport & Tourism. (2003). Current research - future strategies, bridging uncertainty : Asia Pacific Tourism Association 9th Annual Conference, July 6-9 2003, University of Technology Sydney, Sydney, Australia : conference proceedings. Sydney, NSW.: University of Technology Sydney. Beresford, Q., Partington, G., & Gower, G. (2012). Reform and Resistance in Aboriginal Education: The Australian Experience (Revised Edition): International Specialized Book Service Incorporated. Partington, G. (1998). Perspectives on Aboriginal and Torres Strait Islander Education: Social Science Press. Rosenberg, M. S., O'Shea, L. J., & O'Shea, D. J. (2002). Student Teacher To Master Teacher: A Practical Guide for Educating Students with Special Needs: Pearson/Merrill/Prentice Hall. Yunkaporta, T. (2013). 8 Aboriginal Ways of Learning Retrieved 02 January 2013, from http://8ways.wikispaces.com/ Bresford, Q Partington, G (Asia Pacific Tourism Association. Conference (9th : 2003 : Sydney NSW.), Griffin, Harris, & University of Technology Sydney. School of Leisure Sport & Tourism.). Reform and resistance in Aboriginal education: The Australian experience. University of Western Australia Press University of Strathclyde (2013). Teamwork & Collaboration Skills. Retreived fromhttp://www.strath.ac.uk/careers/skills/peopleskills/teamworkcollaborationskills/
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Robinson, L. Segal, J. & Segal, R. (2013). Effective communication skills. Retrieved from http://www.helpguide.org/mental/effective_communication_skills.htm

Rothman, J. (2008). Cultural competence in process and practice: Building bridges. Retrieved from http://www.pearsonhighered.com/samplechapter/0205500692.pdf

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