Aboriginal community perceptions and experiences of engagement with schools

Blak Caucus; Julie Welsh; Cathie Burgess; David Coombs; Shallan Foster; Kimm Naden; Keiko Bostwick; Rose Amazan

doi:10.55146/ajie.v55i1.2013

Authors

Blak Caucus University of NSW https://orcid.org/0009-0006-6124-3059
Julie Welsh NSW Aboriginal Education Consultative Group
Cathie Burgess University of Sydney https://orcid.org/0000-0002-0580-7191
David Coombs University of Sydney
Shallan Foster Matraville Sports High School NSW Department of Education
Kimm Naden Gilgandra High School NSW Department of School Education
Keiko Bostwick University of Melbourne https://orcid.org/0000-0003-0631-6738
Rose Amazan University of NSW https://orcid.org/0000-0001-7178-3178

DOI:

https://doi.org/10.55146/ajie.v55i1.2013

Keywords:

Aboriginal education, Aboriginal community engagement, Indigenous education, First Nations Australian families and communities, Aboriginal students, policy codesign

Abstract

Engagement with Aboriginal communities is often claimed by governments and their institutions as the panacea for improving the lives of Aboriginal peoples, including Aboriginal student outcomes in education. This paper challenges these claims by examining Aboriginal communities’ perceptions, experiences and enactments of school engagement that provide critical conditions for these improvements. In the Culturally Nourishing Schooling (CNS) project, five local Aboriginal community case studies prioritised community voices through its Aboriginal community-led committee, the Blak Caucus (BC). Community meetings were held and the accompanying research co-designed with the BC to ensure Aboriginal community protocols, accountabilities and data sovereignty featured in the research process. Data was generated from BC facilitated yarns, which were recorded, transcribed and communicated through visual maps to generate discussion within and between community participants. Four themes were constructed through thematic analysis: the importance of understanding local history and context; the criticality of clear, consistent communication; the role of shared spaces in dismantling barriers between schools and communities; and the protocols required to engage with Aboriginal communities. What became clear was that relationships, collective trust and two-way dialogue can provide promising pathways to building power-equal partnerships between New South Wales schools and Aboriginal communities.

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Author Biographies

Blak Caucus, University of NSW

The Blak Caucus provides critical advice to the schools and CNS research team regarding culturally respectful, ethical and reliable protocols for working with communities. It includes the following participating community members (2021–2024): Aunty Barbara Simms, Deb Coe, Aunty Deb Daley, Uncle Des Barton, Aunty Gayle Ardler, Uncle Hilton Donovan, Jadah Macnamara-Phillips, Aunty Josie King, Aunty Judy Foster, Julie Welsh, Kimm Naden, Kirstin Morris, Lee-Ann Setter, Mahayla Phillips, Melissa Thorne, Minya Harris, Nathan McEwan, Ronalda Combo, Shallan Foster, Suzi Tsanganis and Aunty Tracey Kingi.

Julie Welsh, NSW Aboriginal Education Consultative Group

Julie Welsh is a Gomeroi and Muruwari woman with extensive experience in community development and engagement in non-government and government agencies, and in universities, including teaching and research projects at UNSW and University of Sydney. Julie brings lived experience as a descendant of Kinchela Boys Home and channels her work through that responsibility—building bridges between institutions and community and holding strong to Aboriginal-led process.

Cathie Burgess, University of Sydney

Dr Cathie Burgess is a Professor in Community-led Education and Associate Dean Indigenous Strategies and Services, coordinating Learning from Country and Leadership in Aboriginal Education programs at the University of Sydney. She lives and works on Gadigal/Cadigal and Bedegal/Bidjigal lands, working closely with and learning from local Aboriginal communities to facilitate Country-centred, community-led teacher education and professional learning.

David Coombs, University of Sydney

Dr David Coombes is a non-Indigenous scholar and researcher whose work focuses on public policy, teacher education, and First Nations health and education. He serves as the Senior Advisor, Academic Quality and Strategy at Australia and New Zealand School of Government (ANZSOG), teaches at UNSW, and is a key researcher on the CNS project.

Shallan Foster, Matraville Sports High School NSW Department of Education

Shallan Foster is Head Teacher Aboriginal Learning and Engagement at Matraville Sports High, La Perouse Aboriginal Community member and lead in the CNS project. She is passionate about developing capacity and leadership in Aboriginal students to build genuine self-determination and governance for future generations in the La Perouse community.

Kimm Naden, Gilgandra High School NSW Department of School Education

Kimm Naden is a proud Gamilaroi and Wiradjuri woman, born in Coonabarabran and raised in Gilgandra. With 30 plus years of experience in education, she is passionate about supporting students to become the best version of themselves at Gilgandra High School.

Keiko Bostwick, University of Melbourne

Dr Keiko Bostwick is a Research Fellow in the Assessment and Evaluation Research Centre at the University of Melbourne, following a Postdoctoral Research Fellowship on the Culturally Nourishing Schooling project at UNSW. She has extensive experience in quantitative research designs to answer substantive conceptual and practical research questions in education. Alongside her research works, Keiko is passionate about research translation, impact, and co-designing research protocols with Aboriginal and Torres Strait Islander communities.

Rose Amazan, University of NSW

Dr Rose Amazan is an Associate Professor in the School of Education at UNSW Sydney. Her work focuses on advancing social justice and educational equity, with particular expertise in decolonising educational practices and culturally responsive pedagogy. She has extensive experience collaborating with low‑socioeconomic communities in Australia and internationally.

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