Abstract
The Moombaki (where the river meets the sky) study hypothesises that increasing the knowledge and pride that Aboriginal children have of their identity will contribute positively toward their education, health and well-being outcomes. Through research yarning circles conducted at three urban primary schools in Boorloo (Perth), Aboriginal educators (Aboriginal and Islander Education Officers [AIEOs] and teachers) described how to respond to Aboriginal students’ needs in school environments. These included culturally safe environments for the provision of culturally responsive education. Forty-five non-Aboriginal teachers and school leaders (Principals and Vice-Principals) also participated. The article prioritises the voices of the Aboriginal educators and discusses the findings in relation to their lived experiences of working with non-Aboriginal educators. The findings show that AIEOs repeatedly manage the resistance and reluctance of non-Aboriginal educators to meaningfully collaborate in culturally safe and responsive ways. The findings also show the potential for non-Aboriginal staff to work alongside Aboriginal educators.
