Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-07T20:12:01.976Z Has data issue: false hasContentIssue false
  • English
  • Français

Building effective school–community partnerships in Aboriginal remote school settings

Published online by Cambridge University Press:  30 July 2020

Graeme Gower ,
Cath Ferguson  and
Simon Forrest
Graeme Gower*
Affiliation:
School of Education, Curtin University, Kent Street, Bentley, Western Australia6102, Australia
Cath Ferguson
Affiliation:
School of Education Edith Cowan University, 2 Bradford Street, Mount Lawley, Western Australia6050, Australia
Simon Forrest
Affiliation:
School of Education, Curtin University, Kent Street, Bentley, Western Australia6102, Australia
*
Author for correspondence: Graeme Gower, E-mail: [email protected]
Get access

Abstract

The benefits of school and community partnerships are well documented in government reports and the academic literature. A number of government initiatives have been introduced to actively involve parents and the community in school matters. In addition, various agencies have produced resource kits and guidelines to assist schools and communities to develop and foster partnerships, and partnership agreements. Much of this study has focused on working with Aboriginal peoples. The use of the term, ‘Aboriginal’ in this paper refers to Aboriginal and Torres Strait Islander people. Initiatives such as ‘What Works’ have had some success in building strong Aboriginal community and school partnerships, however, the literature also reveals that despite such initiatives, the levels of success vary from school to school, with some partnerships unable to develop or be sustained. In responding to a gap in the current knowledge, the authors examine the value of school–community partnerships in a rural and remote school where the percentage of Aboriginal Australian students is high. A brief summary of the outcomes of some of the major initiatives with aims to build effective school and community partnerships is provided. This is followed by the findings from a small pilot research study on the implementation of initiatives to build strong school–community relationships in rural and remote Indigenous school settings in Western Australia. The challenges that may inhibit the establishment of successful school–community relationships/collaboration are discussed and suggestions provided on how these challenges can be addressed.

Keywords

Indigenousschool–community partnerships
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 2 , December 2021 , pp. 359 - 367
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Bureau of Statistics (2011) 42210—Schools Australia 2010. Available at http://www.abs.gov.au/ausstats/[email protected]/lookup/4221.0Main+Features52010?OpenDocument.Google Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2016) National assessment program. Literacy and numeracy. Achievement in reading, writing, language conventions and numeracy. A national report for 2016. Sydney. ACARA.Google Scholar
Australian Institute for Teaching and School Leadership (AITSL) (2011) Australian Professional Standards for Teachers. Carlton, Vic., Education Services Australia.Google Scholar
Braun, V and Clarke, V (2006) Using thematic analysis in psychology. Qualitative Research in Psychology 3, 77–101 doi: 110.1191/1478088706qp1478088063oa.CrossRefGoogle Scholar
Burgess, CM and Evans, JR (2017) Culturally responsive relationships focused pedagogies: the key to quality teaching and creating quality learning environments. In Keengwe, J (ed.), Promoting Cross- Cultural Competence and Social Justice in Teacher Education. Hershey, USA: IGI Global, pp. 1–31.Google Scholar
Clifford, M, Millar, SB, Smith, Z, Hora, M and DeLima, L (2008) K-20 partnerships: literature review and recommendations for research. Report of the NSF-funded SCALE Partnership. University of Wisconsin-Madison.Google Scholar
Commonwealth of Australia (2012) What works. The work program. Success in remote schools. A research study of eleven improving remote schools. Abbotsford, Vic. National Curriculum Services.Google Scholar
Commonwealth of Australia (2014) Engaging with Aboriginal and Torres Strait Islander communities. Available at https://www.kidsmatter.edu.au/sites/default/files/Public/Handbook_engaging_with_web.pdf.Google Scholar
Commonwealth of Australia (2016) Closing the Gap Prime Minister's Report 2016. Canberra: Department of the Prime Minister and Cabinet. Available at https://www.pmc.gov.au/sites/default/files/publications/closing_thegap_report_2016.pdf.Google Scholar
Cuervo, H and Acquaro, D (2018) Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools. Asia-Pacific Journal of Teacher Education 46, 384–398, doi: 10.1080/1359866X.2018.1438586.CrossRefGoogle Scholar
Department of Education Department of Education and Training (2011). Embedding Aboriginal and Torres Strait Islander perspectives in schools. A guide for school learning communities. Available at http://indigenous.education.qld.gov.au/SiteCollectionDocuments/eatsips-docs/eatsips_2011.pdf.Google Scholar
Department of Education, Employment and Workplace Relations (2008) Family-school partnerships. Framework: a guide for schools and families. Available at http://www.familyschool.org.au/files/9413/7955/4757/framework.pdf.Google Scholar
Department of Education and Training (2011) Embedding Aboriginal and Torres Strait Islander perspectives in schools. A guide for school learning communities. Queensland Government. Available at http://indigenous.education.qld.gov.au/SiteCollectionDocuments/eatsips-docs/eatsips_2011.pdf.Google Scholar
Department of Education WA (2015) Aboriginal Cultural Standards Framework. Perth, WA.Google Scholar
Guenther, J, Disbray, S and Osborne, S (2016) Red Dirt education leaders’ perceptions about what is important for Aboriginal and Torres Strait Islander education. Available at https://aiatsis.gov.au/publications/presentations/red-dirt-education-leaders-perceptions-about-what-important-aboriginal-and-torres-strait-islander-education.Google Scholar
Hall, L (2012) The ‘come and go’ syndrome of teachers in remote indigenous schools: listening to the perspective of indigenous teachers about what helps teachers to stay and what makes them go. The Australian Journal of Indigenous Education 41, 187–195.CrossRefGoogle Scholar
Hunt, J (2013) Engaging with Indigenous Australia—exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Issues paper no. 5. Produced for the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies.Google Scholar
Jennings, K and Bosch, C (2011) Parent engagement in children's education. Weston Creek, ACT. Family-school & community partnerships bureau.Google Scholar
Jorgensen, R and Niesche, R (2011) Curriculum leadership in remote indigenous communities. Leading and Managing 17, 45–58.Google Scholar
Lohoar, S (2012) Safe and supportive Indigenous families and communities for children. Child Family Community Australia Information Exchange Paper. Available at https://aifs.gov.au/cfca/publications/safe-and-supportive-indigenous-families-and-communities.Google Scholar
Lonsdale, M and Anderson, M (2012) Preparing 21st century learners: The case for school–community collaborations. Camberwell, VIC: Australian Council for Educational Research. Available at http://research.acer.edu.au/policy_analysis_misc/16.Google Scholar
Lovett, S, Dempster, N and Fluckiger, B (2014) Education leadership with Indigenous partners. Leading and Managing 20, 1–10. Available at http://www.acel.org.au/acel/ACEL_docs/Publications/L_M_V20N01_Covered.pdf.Google Scholar
Lowe, K (2010) Facilitating strong school and community partnerships in Aboriginal education. Board of Studies, NSW. Available at https://ab_ed.nesa.nsw.edu.au/files/Facilitating_strong-partnerships.doc.Google Scholar
Lowe, K (2016) Walambaa Warramildanha: the impact of authentic Aboriginal community and school engagement on teacher's professional knowledge (Thesis submitted). University of Newcastle. Available at https://www.researchgate.net/publication/313733525.Google Scholar
Luke, A, Cazden, C, Coopes, R, Klenowski, V, Ludwig, J, Lester, J and Woods, A (2013) A summative evaluation of the Stronger Smarter Learning Communities Project: Vols 1 and 2. Brisbane, QLD: Queensland University of Technology. Available at http://eprints.qut.edu.au/59535/.Google Scholar
Mason, S and Poyatos Matas, C (2015) Teacher attrition and retention research in Australia: towards a new theoretical framework. Australian Journal of Teacher Education 40 (12), 45–66. Available at http://dx.doi.org/10.14221/ajte.2015v40n11.3.CrossRefGoogle Scholar
MCEECDYA (2010) Aboriginal and Torres Strait Islander Education Action Plan 2010–2014. Carlton South, VIC: Ministerial Council for Education, Early Childhood Development and Youth Affairs, and Education Services Australia.Google Scholar
Mutch, C and Collins, S (2012) Partners in learning: schools’ engagement with parents, families, and communities in New Zealand. School Community Journal 22, 167–187. Spring/Summer. Academic Development Institute Lincoln, USA.Google Scholar
Nakata, M (2007) Savaging the Discipline: Disciplining the Savage. Canberra: Aboriginal Studies Press.Google Scholar
National Curriculum Services (2013) What works. The work program. Sustainable school and community partnerships—a research study. Abbotsford, VIC: National Curriculum Services Pty. Ltd. Available at http://www.whatworks.edu.au/upload/1363254474573_file_WWPartnershipsReport.pdf.Google Scholar
Ockenden, L (2014) Positive learning environments for Indigenous children and young people. Resource sheet no. 33. Produced by the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies.Google Scholar
Power, S (2013) Home–school–community partnerships. Principal's Sabbatical Report prepared for the Ministry of Education, New Zealand. Available at http://www.educationalleaders.govt.nz/Leadership-development/SSMs-sabbatical-reports/SSM-award-recipients-2013/Power-Shelley.Google Scholar
Schwab, RG and Sutherland, D (2001) Building Indigenous Learning Communities (Vol no. 225/2001), Canberra, ACT: Centre for Aboriginal Economic Policy Research.Google Scholar
SCRGSP (Steering Committee for the Review of Government Service Provision) (2014) Report on Government Services, 2014, Productivity Commission, Canberra. Available at http://www.pc.gov.au/gsp/rogs.Google Scholar
SAAETCB (South Australian Aboriginal Education Training Consultative Body) (2011) What makes school–community engagement work? Available at http://saaetcb.demo.webez.biz/media/docs/saaetcb_schoolcommunityengagement_jan2011.pdf.Google Scholar
Wildy, H and Clarke, S (2012) Innovative strategies for small and remote schools. University of Western Australia. Available at http://det.wa.edu.au/partnershipschools.Google Scholar