Abstract
This doctoral research project explored concepts and processes to support intercultural communication and facilitate the co-construction of shared understandings. Intercultural communication happens at cultural interfaces: multi-dimensional spaces where people from different cultures meet and draw upon their different ways of knowing, being and doing. We explored cultural interfaces where Yolŋu (First Nations people from North-East Arnhem Land) interact with Balanda (non-Indigenous people). We, the research team, include a Balanda PhD candidate, Yolŋu researchers, and Yolŋu and Balanda research supervisors.This project was conducted in Galiwin’ku, a very remote Yolŋu community on Elcho Island in the Arafura Sea. This region is now called North-East Arnhem Land, Northern Territory of Australia. Yolŋu hold rights and responsibilities to manage their own lands, waters and communities yet experience regular and rapid changes to Australian government policy, systems and law. Yolŋu leaders and their intercultural partners have identified intercultural communication as challenging but key to effective interactions in many fields including health, education, law, environmental management and research. We explored a specific cultural interface identified as a priority by senior Yolŋu women in Galiwin’ku, that is, intercultural communication between families and service providers during early childhood assessments.
This doctoral research aimed to: 1) explore intercultural communication by understanding the perspectives of Yolŋu and Balanda communicators; and 2) co-create processes and resources to facilitate intercultural communication. We followed locally developed, culturally responsive research approaches. All research processes used participants’ preferred languages, particularly Djambarrpuyŋu and English. The project was designed in two connected phases.
Phase One was an exploratory, qualitative study of intercultural communication between family members and service providers during assessments of Yolŋu children (0 – 6 years). Review and analysis of relevant literature highlighted a gap in shared understanding of how effective and respectful intercultural communication can be achieved in this context. Our research addressed this gap using a strengths-based approach to analysing interactions from multiple cultural perspectives. Using a culturally responsive form of video reflexive ethnography and waŋanhamirr bala-räli’yunmirr (a Yolŋu approach to in-depth discussion), we explored intercultural communication during five different early childhood assessment interactions. We collected data from forty Yolŋu and Balanda participants including children, family members, service providers, researchers and interpreters. Yolŋu and Balanda researchers analysed data collaboratively, drawing on a constructivist grounded theory approach. We developed a theory of intercultural communication represented by place-based water metaphors. We foregrounded a Yolŋu way of conceptualising intercultural communication to shift power from colonial whitestream systems to First Nations experts who are the sovereign peoples of the place where this research was conducted.
Phase Two was a participatory action research study to facilitate understanding and implementation of intercultural communication concepts and processes identified in Phase One. Previous research has highlighted that strong intercultural communication capabilities, at both personal and systemic levels, are required for provision of culturally responsive, equitable and high quality services. This doctoral research project addressed an identified need for educational processes and resources to support both Yolŋu and Balanda in the development of intercultural communication skills. Fifty-two Yolŋu and Balanda end-users who work together in Galiwin’ku to provide services across all age groups participated in Phase Two. Participants and researchers cocreated multimedia resources and inclusive, interactive educational processes in which Yolŋu and Balanda reflected on, discussed and implemented Phase One findings about intercultural communication. Through regular reflective discussion, the intercultural research team analysed the accessibility, resonance and impact of our intercultural communication educational processes and resources.
This doctoral research co-constructed new shared understandings and provides evidence of concepts and processes which facilitate intercultural communication: räl-manapanmirr ga dharaŋanmirr ga dhä-manapanmirr (collaboration, understanding and connection). With respect for diversity within and between First Nations communities, findings have been disseminated so that others may explore relevance and resonance with their own intercultural communication partners. The research team hope that our collaborative work will facilitate intercultural communication in ways that honour participants’ voices, challenge inaccessible systems, resonate with diverse audiences, and support strong, ongoing relationships. If we succeed in communicating well at cultural interfaces, our differences can support us to co-construct transformative ways of working together– djäma rrambaŋi.
Note: This thesis contains video and audio files. If you would like restricted access to these files, please contact the author: [email protected]
| Date of Award | 2023 |
|---|---|
| Original language | Multiple |
| Awarding Institution |
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| Supervisor | Anne Lowell (Supervisor), Elaine Ḻäwurrpa Maypilama (Supervisor), Sarah Ireland (Supervisor), Lyn Fasoli (Supervisor) & Sally Hewat (Supervisor) |