Community Consultation and Protocols

For schools and teachers where Aboriginal language programs are being implemented it is important to establish a learning partnership between the schools and Aboriginal communities. It is essential that teachers and schools be aware of the protocols of community consultation. Observing appropriate protocols when working with Aboriginal people and their communities is critical for establishing positive and respectful relationships. Aboriginal people are the owners and custodians of their knowledge and culture, including their languages. Aboriginal languages are owned by Aboriginal people and communities and control of Aboriginal language programs must remain with Aboriginal communities. The importance of community consultation and following protocols was emphasised and continually reinforced to all schools involved in this project.

Elders are important and highly respected in Aboriginal communities across New South Wales and Australia. The Elders of each community have the cultural knowledge and their experiences are valuable in maintaining Aboriginal identity. Elders should be treated with respect and must be consulted in relation to the development of programs such as Aboriginal languages in their local areas.

What is consultation?

The following definition of consultation is quoted from the Aboriginal Languages K-10 Syllabus (2003) glossary, it is:

“the involvement of representatives from the relevant community(ies) in the planning, appropriate implementation and assessment of the syllabus. To pursue the idea of teaching an Aboriginal language, a wide range of local Aboriginal organisations should be approached in person. To ensure that all owners and custodians are reached, the consultation process should be ongoing and will take time”.

What are protocols?

The following definition of Protocols is quoted from the Aboriginal Languages K-10 Syllabus (2003) glossary. Protocols are:

“appropriate ways of behaving, communicating and showing respect for diversity of history and culture. This involves appreciation of the knowledge, standing and status of people within both the local Aboriginal community and the school community. Protocols inevitably vary between communities, and between people within communities. In establishing a partnership between schools and Aboriginal communities it is especially important that protocols are acknowledged and respected.”

Why consult Aboriginal communities?

Observing protocols and ensuring Aboriginal communities are consulted in the development of Aboriginal language programs in their local areas allows educators to become more involved and able to implement more appropriate pedagogy for teaching about Aboriginal issues. Continual involvement by members of the local Aboriginal communities helps ensures that appropriate teaching and learning materials are developed for use with students.

The importance of consultation with Aboriginal community representatives was continually emphasised with all of the participating schools. The support of the Aboriginal Education Assistant (AEA), Consultant - Aboriginal Education (CAE) and Aboriginal Community Liaison Officer (ACLO) and communication with the school Aboriginal Student Support Parental Awareness (ASSPA) Committee and local Aboriginal Education Consultative Group (AECG) benefited all of the participating schools.

The ownership and copyright of Aboriginal languages by Aboriginal people and their communities must be acknowledged and respected. Observing and following protocols and consulting with the local Aboriginal community ensures these rights are not infringed.

For further information, please see Working with Aboriginal Communities, A Guide to Community Consultation and Protocols - Board of Studies NSW (2001)