Engaging with community stakeholders
This guidance has been developed to support schools to respectfully engage with First Nations stakeholders and build relationships and partnerships that benefit the whole education system.
Behaviours and principles for engagement
Each local First Nations community has different needs and priorities, so the way relationships and partnerships are developed needs to reflect and respond to these specific contexts. But, while there is no 'one size or one approach fits all', there are common principles and behaviours that are important in building relationships that strengthen Aboriginal self-determination in education. These not only consider, but ultimately centre Aboriginal perspectives and aspirations.
Respect
Respect looks like understanding difference and engaging with diverse points of view.
The beginning point for supporting self-determination is a recognition and respect for Aboriginal and Torres Strait Islander people, histories, traditions and cultures. These have not always been respected by the education system, so it is important to demonstrate how schools value Aboriginal and Torres Strait Islander communities' ways of knowing, being and doing. Community approaches and principles may be different to how schools normally conduct business but should be held in the same regard as what is commonly considered good practice.
Reciprocity
Reciprocity looks like schools and community deciding on, and working towards, a common goal that benefits both parties.
Government interactions with Aboriginal and Torres Strait Islander communities have historically been expedient or transactional, often driven by a government’s priorities or values. It is important to ensure that any work done with Aboriginal stakeholders is collaborative and reciprocal and meets the aspirations and needs of the Aboriginal community. When respectful relationships are established, reciprocity becomes a natural feature of these relationships, and experiences and outcomes are mutually beneficial.
Capacity
Recognition of capacity looks like schools initiating preliminary conversations to gauge the interest and availability of Aboriginal organisations before any planning begins, and being as flexible as possible to create space for community to be as actively involved as they wish.
Capacity is important to consider when engaging with Aboriginal stakeholders. Aboriginal Community Controlled Organisations (ACCOs) and community members have functions, priorities and obligations that extend beyond engagement with schools. By considering the competing demands and resource constraints impacting community organisations, schools can work with stakeholders to determine an engagement plan that enables them to participate and for the project to benefit from their expertise.
Timing
Timing is important to consider when engaging with Aboriginal stakeholders. School timelines may not always align with the ability of ACCOs to participate. There may be reasons why ACCOs might be unable to engage according to school timelines, despite wanting to be involved. Where possible, schools are recommended to engage early and co-develop timelines with ACCOs to support their involvement. It is also important to remember that organisations or community representatives who are unable to engage at one time may be in a better position to engage in future.
Resourcing
The time commitment and contribution of knowledge and expertise of First Nations people who provide cultural or professional services to schools should be recognised and compensated in the same way as other suppliers and contractors.
For example, it may be appropriate to compensate an Aboriginal person for services such as delivering a Welcome or Acknowledgement of Country or sharing their cultural knowledge or expertise in a class. Refer to the Procurement – Schools policy for further detail.
Local First Nations community stakeholders
First Nations communities are diverse. Community members may have different roles, responsibilities, knowledge and lived experiences. They may also have personal, cultural and professional responsibilities that affect their time and capacity to engage with schools.
Each community member brings their own knowledge and experience. This may come from lived experience, professional expertise, cultural knowledge and connection to community. Lived experience, professional expertise and cultural authority are all valuable, but they are not the same.
No one person can speak for every Aboriginal or Torres Strait Islander community or hold authority for every cultural matter. It is important for schools to understand who has the right knowledge, experience, role or cultural authority for the matter being discussed.
Schools should not expect one First Nations person to represent all First Nations perspectives, experiences or communities.
Students and alumni
First Nations learners can provide important insight into their experiences at school. Schools must create safe and voluntary ways for learners to shape decisions, cultural activities and school improvement.
Schools must not expect a learner to speak for all First Nations people or to provide cultural education because of their identity. Participation should be a choice and should be supported appropriately.
Parents/carers/extended family
First Nations families and kinship networks can extend beyond a learner’s immediate household. Family and kin play an important role in a learner’s identity, culture, wellbeing and education. This may include parents, carers, grandparents, aunties, uncles, siblings, cousins and other kin.
Schools are recommended to ask First Nations learners and families who the important people are in the learner’s life and who should be involved in decisions and communication. Schools should not assume that a parent or carer is the only important adult in a learner’s education.
Aboriginal Community Controlled Organisations
Aboriginal Community-Controlled Organisations (ACCOs) are controlled and operated by First Nations people and designed to deliver services that build the strength and empowerment of First Nations communities and people. There are ACCOs working in most sectors across the state, noting that not all ACCOs are designed or have capacity for education service delivery. ACCOs provide culturally responsive and holistic advice, support and services to Aboriginal people and are sometimes a cultural hub for local communities and families.
The Victorian Aboriginal Education Association Incorporated is the department’s principal partner in First Nations education. VAEAI represents the voices of Aboriginal communities across Victoria through its statewide network of Local Aboriginal Education Consultative Groups.
Local Aboriginal Education Consultative Groups
Local Aboriginal Education Consultative Groups (LAECGs) are groups of community members who are committed to First Nations education. Members volunteer their time, knowledge and experience to support education in their local area.
LAECGs are part of the Victorian Aboriginal Education Association Incorporated (VAEAI) and are represented on the VAEAI Representative Council.
Schools are recommended to build strong relationships with their LAECG and seek their advice on local First Nations education matters. As members are volunteers, schools should respect their time and understand that their capacity to engage may vary.
Schools should also consider relevant engagement with other First Nations stakeholders. Depending on the issue, this may include Traditional Owners, a Registered Aboriginal Party (RAP), an Aboriginal Community Controlled Organisation (ACCO) or another relevant community organisation.
To learn more about LAECGs, refer to Local Aboriginal Education Consultative Groups(opens in a new window).
Koorie Engagement Support Officers
Koorie Engagement Support Officers (KESOs) are part of the Department of Education's Koorie Education Workforce (KEW). KESOs are Aboriginal and/or Torres Strait Islander staff who support school engagement with First Nations families, providing cultural knowledge, expertise and advocacy to assist schools in improving experiences and outcomes for Koorie students. KESOs work across multiple schools in varying capacities. Schools should be proactive in engaging with KESOs to create culturally safe learning environments and embed strength-based measures to support students.
Traditional Owners and Registered Aboriginal Parties
Traditional Owners are the First Nations people who have a deep and ongoing connection to a specific area of Country. This connection goes back tens of thousands of years. Each Traditional Owner group has its own traditions, language, ceremonies and cultural practices.
It is important for school staff to know the Traditional Owners of the Country where they work, attend meetings or events, or deliver programs and projects. The department recognises Traditional Owners as the first educators and leaders of Victoria and its many Countries.
Traditional Owners hold cultural authority for their Country, culture and knowledge. When schools teach local culture or language, share cultural knowledge, or plan activities connected to Country, they are strongly recommended to seek guidance from the Traditional Owners for that Country.
To learn more about Traditional Owners, refer to Federation of Victorian Traditional Owner Corporations(opens in a new window).
Registered Aboriginal Parties (RAPs) are Traditional Owner groups who are legally recognised under the Aboriginal Heritage Act. RAPs have responsibilities for protecting and managing Aboriginal cultural heritage on Country.
Because of the impacts of colonisation, not all Traditional Owner groups are recognised as RAPs. These groups still have strong cultural connections to their Country.
To learn more, refer to Victoria's Registered Aboriginal Parties(opens in a new window).
Continuum towards Aboriginal self-determination
The department’s Self-Determination in Education Reforms aim to strengthen First Nations voices in education decisions. They also support stronger partnerships between schools and local First Nations Communities.
The Continuum towards Aboriginal Self-Determination describes 6 stages of working with First Nations people:
- Inform
- Consult
- Collaborate
- Partnership
- Co-ownership
- Decision-making and resource control
The continuum can help schools reflect on how First Nations people are involved in decisions. It is not a checklist, and consultation alone is not self-determination.
Schools may be at different stages of the continuum in their relationship with local First Nations communities.
Strong relationships and First Nations voices are important at every stage. Schools must consider how First Nations people can have greater influence, ownerships and decision-making as relationships grow.
When decision directly affect First Nations learners, communities, culture or knowledge, schools should seek stronger forms of partnership, co-ownership and community decision-making wherever possible.
As schools move along the continuum, First Nations people move from being informed or consulted to becoming partners, co-owners, and self-determining decision makers.
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