Abstract
In this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, ‘Engaging Aboriginal students in education through community empowerment’. Recent national policy statements (see, for example, MCEETYA 2000, NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to ‘empower’ members of the local Aboriginal community through participation in the project.
‘Research as dialogue’ was a guiding principal and a primary aim was to listen actively to all key stakeholders in the remote community setting, particularly to Indigenous parents, students and teachers, in order to identify current strengths and concerns regarding the provision of culturally inclusive schooling. A proposed second stage of the project is to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students.
Here we discuss the consultative processes undertaken in stage one of the project, and critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers across cultural differences and with diverse community groups.
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Sanderson, V., Allard, A. ‘Research as dialogue’ and cross-cultural consultations: confronting relations of power. Aust. Educ. Res. 30, 19–39 (2003). https://doi.org/10.1007/BF03216779
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DOI: https://doi.org/10.1007/BF03216779