This chapter delves into the challenges and rewards of working in remote areas of countries such as Australia and small Pacific nations. Teaching strategies are presented to assist in maintaining a positive learning environment in remote and small Pacific-nation classrooms. The importance of the relationships among and between parents, students, teachers and other community members is explored, along with practical suggestions for making the most of the available resources. This chapter explores strategies for making the most of available resources and the invaluable professional experience of working in these areas.

This chapter focuses on the crucial issue of building trust both ways, and the need for many of the intermediaries to behave in a Janus-faced fashion. They have to play up their commitment to the funders and global actors in certain settings while then playing down their global connections in local settings where there is a distrust of foreign connections. As in the previous chapter, this illustrates that the use of intermediaries’ foreign capital is not solely to their benefit, as the value of their capital is affected by the existing distrust of foreign interests. The chapter concludes that trust building and relationship building can be seen as prerequisites for successful rule of law assistance and are the focus of much donor effort. However, because foreign actors cannot supply prior proof of trust, it is the known actors, such as intermediaries, who instead take on the role of trust builders.