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The paper characterises the initiative and schooling context as intercultural and complex, detailing drivers such as methodology, staffing, meeting procedures, communication, negotiation of meaning, and intercultural decision-making. Findings highlight intercultural complexity in Galiwin’ku and argue that recognising this complexity can improve educational outcomes in remote Aboriginal schooling settings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the main purpose of the Whole of Community Engagement initiative?","Question",{"text":63,"@type":64},"It was designed to understand factors influencing student engagement with school and aspiration for further education in six remote Aboriginal communities from local and social scientific perspectives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the initiative establish intercultural partnership across the communities?",{"text":68,"@type":64},"It used Aboriginal researchers based in their own communities, working alongside visiting campus-based researchers, with collaborative ethnographic research conducted over three years.",{"name":70,"@type":61,"acceptedAnswer":71},"What elements led the authors to characterise the initiative as intercultural and complex?",{"text":72,"@type":64},"The characterisation drew on methodology, staffing arrangements, meeting procedures, interpersonal communication, negotiation of meaning, and intercultural governance and 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Boton2, Catherine Street3, Rosemary Gundjarrnbuy4 and  \nElaine L. Maypilama5  \n1 College of Arts, Law and Education, University of Tasmania, Grosvenor Crescent, Sandy Bay, Tasmania, 7005, Australia, [email: Terence. Moore@utas.edu.au](email: Terence. Moore@utas.edu.au)  \n2 Portfolio of the Deputy Vice-Chancellor, Monash University, Wellington Road, Clayton, Victoria, 3800, Australia  \n3 Curijo, Unit 3 Molonglo Mall, 105 Newcastle Street, Fyshwick, Australian Capital Territory, 2609, Australia  \n4 Northern Institute, Charles Darwin University, Darwin, Northern Territory, 0909, Australia  \n5 College of Nursing and Midwifery, Charles Darwin University, Darwin, Northern Territory, 0909, Australia  \nIt 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.  \nKeywords: Whole of Community Engagement initiative, remote Aboriginal education, interculturality, intercultural partnership, complexity  \nIntroduction  \nThe Whole of Community Engagement (WCE) initiative 1 was conceived in response to issues of Indigenous higher education identified in the Aboriginal-led Behrendt Report (Behrendt et al., 2012) . The initiative sought to understand the factors influencing student engagement with school and aspiration to further education in those communities, from local and social scientific perspectives. It approached six remote communities, identified on the basis of their capacity, to gauge their interest in participating. All six—Yuendumu and Tennant Creek in central Australia, Yirrkala and Galiwin’ku in North East Arnhem Land, and Gunbalanya and Maningrida in West Arnhem Land—agreed. The initiative took place in the context of Indigenous mistrust associated with colonial history and a history of research of doubtful benefit to remote communities (de Crespigny et al., 2004, p. 8; Hall, 2014), as well as long governmental neglect and recent intervention (the Northern Territory Emergency Response) . The remote schooling context has also been powerfully shaped by the notion of “both-ways” education, which emerged in Dagaragu (d’Arbon et al., 2009, p. 19) and was further developed in Yirrkala (Frawley & Fasoli, 2012, pp. 311–313), one of the communities in which the WCE worked.  \nThe initiative employed one or more Aboriginal researchers from each community, most of whom had formal teaching qualifications and had worked as teachers in the 1980s era of responsiveness by tertiary institutions to the needs of remote trainees. These researchers were based for much of the time in their own community, where they worked in tandem with a visiting campus-based researcher, most of whom were non-Indigenous. Each team conducted ethnographic research into barriers to and attitudes towards school and further education in its community over a three-year pe","cbCaicba2vpAog9W","https://ap.wps.com/l/cbCaicba2vpAog9W","pdf",300530,17,"English","# Introduction\n## Background and purpose of the initiative\n## Partnership design and research approach\n## Interculturality and complexity in practice","[{\"question\":\"What was the main purpose of the Whole of Community Engagement initiative?\",\"answer\":\"It was designed to understand factors influencing student engagement with school and aspiration for further education in six remote Aboriginal communities from local and social scientific perspectives.\"},{\"question\":\"How did the initiative establish intercultural partnership across the communities?\",\"answer\":\"It used Aboriginal researchers based in their own communities, working alongside visiting campus-based researchers, with collaborative ethnographic research conducted over three years.\"},{\"question\":\"What elements led the authors to characterise the initiative as intercultural and complex?\",\"answer\":\"The characterisation drew on methodology, staffing arrangements, meeting procedures, interpersonal communication, negotiation of meaning, and intercultural governance and decision-making processes.\"}]","The Whole of Community Engagement initiative - Interculturality in remote Aboriginal education | PDF",1792078806,43]