Professional Documents
Culture Documents
INDIGENOUS
COMMUNITIES
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Table of Contents
Introduction............................................................................................................................................ 3
Cultural Values ..................................................................................................................................... 4
Country .................................................................................................................................................. 4
Indigenous concept of family and community .................................................................................. 5
Extended family ................................................................................................................................ 5
Kinship ............................................................................................................................................... 5
Engaging with Indigenous people and communities ...................................................................... 6
Get to know the community ............................................................................................................ 6
Communication techniques ............................................................................................................ 8
Building a rapport ............................................................................................................................. 8
References .......................................................................................................................................... 10
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Introduction
Working in remote Indigenous communities: A practical guide for teachers is a guide
for all graduate teachers looking to work in remote Indigenous communities. It has
been developed to improve the teaching experience by providing key information on
the cultural protocols relevant to working in Indigenous communities. It is imperative
that teachers understand and respect the cultural protocol prior to entering the
community.
This information booklet will help teachers become more culturally aware and
responsive to the needs of Indigenous people and communities. It is written as a
guide to promote culturally sensitive practices, which will enable teachers to have
more meaningful experiences in the community, with particular emphasis on building
relationships and establishing trust and respect.
The relationships developed in the community helps gain an in-depth understanding
of their cultural practices. This knowledge will help the teacher become culturally
responsive and in turn inform culturally appropriate pedagogies that connects to
students and communities (Perso, 2012). As a result of adjusting the classroom
practice to be more culturally responsive, it will increase the teachers relevance to
the community and students alike; thus, reducing alienation and resistance
(Partington, 1997, p.63).
However, in order to be culturally responsive, teaching requires that the teacher has
specific knowledge of the language, customs, and values of the cultural groups with
which they are working. These factors must be in place before effective, crosscultural engagement can begin (Perso, 2012). Working in remote Indigenous
communities provides important information to achieve this. This information booklet
suggests some engagement and communication strategies that will improve the way
you work with and relate to Indigenous people.
Beyond Teachers Australia is committed to ensuring that teachers have access to
culturally responsive information and supports. Having a greater understanding of
the cultural protocols puts teachers in a better position to assimilate effectively in the
community.
Special note - Indigenous culture and communities are varied across Australia.
There are many different tribes living in Australia. This document is not a one size
fits all approach. It is recommended that you tailor the ways of working and
communicating to meet the needs of the individuals and communities concerned.
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Cultural Values
According to National Disability Services (NDS) (n.d.), the following values are
central to Indigenous culture. These values influence the way Indigenous people live
and how they interact with others. Teachers need to be taught appropriate processes
for working with members of the community and their success in the practice
depends very much on their willingness to adapt (Partington, 1997).
Belonging-to your people, your land and your rights are of utmost
importance.
Time Orientation Indigenous people often focus on the past and present
rather than on the future.
Country
The concept of country is fundamental to Indigenous culture. Indigenous people are
the original owners of the land and it is important that this special position is
recognised and incorporated into official activities. This enables the wider community
to pay respect to Indigenous people, share in Indigenous culture and build better
relationships.
When organising a meeting, school event, it is respectful to acknowledge the land in
which you are meeting and its original custodians.
For example, at the start of the gathering you may say I would like to acknowledge
the original custodians, the Bundjalung people, on whose land we are meeting today.
I would also like to pay my respects to Elders past and present, and welcome all
Indigenous people here with us today. (NSW Department of Community Services,
2009)
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Kinship
Kinship systems define where a person fits into the community. Kinship systems may
vary across communities, but the principle is the same across Australia. Kinship
defines the roles and responsibilities for raising and educating children and
structures systems of moral and financial support within the community. The family
structure is linked with the community and with this knowledge comes a complex
system of roles and duties within the community (NSW Department of Community
Services, 2009).
Indigenous children learn at an early age the kinship ties that exist within their
community and subsequently their place in the community (NSW Department of
Community Services, 2009).
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Practical tips
Find out what community structures are in place. This will help with how you
go about networking and presenting yourself to the community.
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Indigenous Elders
The Indigenous Elders have a leadership role in communities. They are good points
of contact for establishing the correct people and groups to consult with in a
particular community. They also hold key community knowledge and have a great
deal of influence over when, how and if a community will work with those from the
outside (NSW Department of Community Services, 2009).
Therefore, it is important for the teacher to that you make contact with the elders and
community leaders as soon as possible.
Engaging with the Elder and local community early builds knowledge and
understanding of Indigenous people. Perso (2012, p.44) emphasises knowledge
should be learned on the job since first-hand experience is essential to understand
the belief systems and values of the primary culture of the students. Early
engagement with the Elder may also alleviate some of the teachers concerns about
teaching Indigenous students. This will provide a positive engagement early to help
break down historical race stereotypes (Bennet & Moriarty, 2013).
Introduce yourself and ask for guidance on how you should approach people
in their community.
Ask how to dress and what particular protocols apply to the local communities.
Find out if there are any community groups or regular places where
Indigenous people meet.
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Communication techniques
Teachers have the responsibility to build effective partnerships with Indigenous
people and communities. This may be achieved by working closely with the Elders
and leaders of the community. Teachers will benefit by gaining an understanding on
communication methods when talking to community members.
Eye contact
Direct eye contact may be offensive to some Indigenous people. It is better to avoid
eye contact upon initial meetings until you know if eye contact is offensive. You can
detect if this is the case by noticing the amount of or lack of eye contact used when
communicating (NDS, n.d.).
Hand shaking
When you meet someone for the first time, offer to shake their hand, however, do not
be offended if the handshake is not reciprocated. Some community members may
not shake your hand such as Indigenous women (NDS, n.d.).
Building a rapport
Indigenous culture is focused on the centrality of relationships (Bennet & Moriarty,
2015, p.2). As with most relationships, it takes time to develop the network, trust and
respect of the community. To build a rapport with the community, it is vital to spend
time with the local Indigenous community organisations, groups, Elders, children and
families as this will make a difference to the engagement process.
As a new member of the community, it is imperative that teachers play an active role
in the community and participate in as many relevant community events as possible.
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This will help lay the groundwork for meaningful interaction with the community
(NSW Department of Community Services, 2009).
Effort in building a rapport provides a pathway to establishing authentic relationships
with Indigenous people. This is essential since relationships are of primary in primary
importance in Indigenous cultures and society (KidsMatter, 2014).
Get to know the parents in the local community. Invite them to participate, or
help in the classroom.
Organise fun activities in the community such as breakfast clubs, family fun
days and BBQs. You will need to involve the whole community in order to
develop better relationships with families.
Go to the regular places where Indigenous meet, have a cup of tea and get to
know the locals.
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References
Bennet, M., & Moriarty, B. (2015). Language, relationships and pedagogical
practices: pre-service teachers in an Indigenous Australian context.
International Journal Of Pedagogies & Learning, 10(1), 1-12.
doi:10.1080/22040552.2015.1084672
KidsMatter (2014). Engaging with Aboriginal and Torres Strat Islander communities:
Supplement to the kidsmatter primary action team handbook. Retrieved from
https://www.kidsmatter.edu.au/sites/default/files/public/Handbook_engaging_
with_web.pdf.
National Disability Services (NDS) (n.d.). Working with Aboriginal people: A resource
to promote culturally responsive disability services in Western Australia.
Retrieved from
http://www.ideaswa.net/upload/editor/files/downloads/Working%20with%20Ab
original%20People.PDF
NSW Department of Community Services (2009). Working with aboriginal people
and communities: A practice resource. Retrieved from
http://www.carersaustralia.com.au/storage/2011Working%20with%20Aborigin
al%20People%20and%20Communities.pdf
Perso, T.F. (2012) Cultural Responsiveness and School Education: With particular
focus on Australias First Peoples; A Review & Synthesis of the Literature.
Menzies School of Health Research, Centre for Child Development and
Education, Darwin Northern Territory.
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