Project overview

 

Funded by the Lowitja Institute and Charles Darwin University

 

Project partners and team members           

 

Charles Darwin University: 

Anne Lowell, Ḻäwurrpa Maypilama, Yalŋarra Guyula, Abbey Guyula, Lyn Fasoli, Emily Armstrong, Rose McEldowney

Yalu Marŋgithinyaraw, Galiwin’ku: 

Rosemary Gundjarranbuy, Megan Yunupiŋu, Jane Garrutju, Dwayne Burrkili

SNAICC: Jenine Godwin-Thompson

 

                                       

 

Background

In remote northern Australia, Aboriginal cultures and languages remain strong and vibrant. However, this rich and supportive learning environment is often not well recognised by those outside these communities.

Western values and practices continue to dominate early childhood policies and approaches to assessment and intervention in remote Australian Aboriginal communities. However, a deeper understanding of diverse cultural strengths and priorities in early child development is crucial to ensure their strengths and priorities are recognised, valued and supported in any efforts to promote the development and wellbeing of Aboriginal children. 

Developmental assessments and interventions can fail to discriminate between ‘difference’ and ‘deficit’ and policies and programs do not always recognise cultural strengths and priorities. 

To strengthen the evidence base for more culturally responsive and relevant early childhood services, this study explored the skills and knowledge that Yolŋu (Aboriginal) families consider important and the strategies they use to promote healthy child development and wellbeing.

 

Research Design

This collaborative, qualitative study was conducted over six years by Yolŋu and other researchers in a remote community in North East Arnhem Land. The majority of the research team were Yolŋu and all stages of the research were guided by senior Yolŋu researchers and a community advisory group - the 'Backbone Committee'.  Participants’ preferred language, which was usually a local Aboriginal language, was used in every stage of the research, to ensure consent for participation was genuinely informed and optimal communication was achieved in data collection, as well as in feedback and confirmation of findings. 

Project aims

• to find out what is important to Yolŋu in growing up children and how families support this development
• to share Yolŋu knowledge about ‘growing up’ children – strengths and challenges
• to increase other people’s understanding of Yolŋu children’s development so assessment processes do not confuse ‘difference’ with  ‘deficit’

Methods

 

Extensive previous research in this cultural context informed the “Growing up children in two worlds” study design and multiple qualitative methods were incorporated in a collaborative community-based approach.  

Longitudinal case studies were conducted with six families over six years, combining in-depth interviews with a form of video-reflexive ethnography. Children and their families engaging in everyday activities – at home, out hunting, at ceremonies – were video recorded approximately every three months from 2013-2015 then approximately every six months from 2016.

Case study family members watched and discussed the videos and these discussions were also recorded. This process elicited detailed interpretations of what was important in child development and child rearing from the perspectives of participants. Numerous further informal discussions with these families occurred when they wished to share additional information and these were also recorded.   

As well, we conducted interviews with a wide range of other community members to further explore findings as they emerged from the case studies. 

Participant observation and interpretation of the video and interview data by Yolŋu researchers provided further insights. Data from all sources were audio or video recorded then translated into English by Yolŋu researchers and transcribed in collaboration with other members of the research team. 

Data collection and analysis occurred simultaneously through a collaborative and iterative process, involving both Yolŋu and other researchers. We analysed data from all sources to identify emerging categories which were elaborated, refined and confirmed through further discussions with Yolŋu researchers, participants and other community members.  Qualitative data management software, QSR NVivo 11, was used to assist with data organisation. 

Ethical approval was obtained from the Charles Darwin University Human Research Ethics Committee (Phase 1 2013-15 H16025; Phase 2 2016-18: H12136). Approval for the research was also obtained through the relevant Shire Council Local Authority.  

For further information click here.       
 

  Sharing the findings