ABSTRACT
All children, including Aboriginal and Torres Strait Islander students, sit somewhere along the same learning continuum. This chapter presents in-depth analysis of the challenges of working in schools in remote communities. Most conditions in the physical and social environment of a Western school are foreign to Indigenous students. Western teachers are privileged to teach these children, who are fellow Australians and who can help their teachers learn so much. More has been written about what works in schools than about what works for individual teachers in classrooms, supported by whole-school approaches. For induction to be meaningful and impact on day-to-day relationships and behaviours, non-Indigenous staff need to be involved in an ongoing induction process rather than an initial event. Schools also need to respect initiation rites in communities, which are shared through strong community relationships.
