The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education

Terry Moore, Eliani Boton, Catherine Street, Rosemary Gundjarrnbuy, Elaine L. Maypilama

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1 Citation (Scopus)
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It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with researchers, teachers, education leaders and elders from six remote Northern Territory Aboriginal communities. In this paper we describe the features that led us to characterise the initiative and the remote community and school context as intercultural and complex. The former included methodology, staffing, meeting procedure and interpersonal communication, negotiation of meaning and decision-making. On the basis of this approach, we found that intercultural complexity was strongly evident in schooling in Galiwin’ku, Elcho Island, North East Arnhem Land, which was the community most closely studied by the authors. The paper contributes to the recognition of intercultural complexity in remote Aboriginal schooling, and the potential benefit that its recognition can have for educational outcomes in those contexts.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalAustralian Journal of Indigenous Education
Issue number2
Publication statusPublished - 2022

Bibliographical note

Funding Information:
We acknowledge the following people for their contribution to schooling at Galiwin’ku: Rose Guywaŋa, Valerie Balkunu, Daisy Bandaka, Joanne Garygulpuy, Betty Marryanyin and Kathy Guthatjaka.

Publisher Copyright:
© The Author/s 2022.


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