The intent of the Third Cultural Space

'The Third Cultural Space recognises that Indigenous communities have distinct and deep cultural and world views — views that differ from those found in most Western education systems. When Western and Indigenous systems are acknowledged and valued equally, the overlapping or merging of views represents a new way of educating.'

(Davis & Grose, 2008)

Research has found the following:

Teachers should find common links between western content and pedagogy and First Nations ways (Riley, 2015).

Teachers should focus on strengths-based approaches, not deficit-based approaches. Paris (2012) defined a deficit perspective as ‘eradicating the linguistic, literate, and cultural practices many students…brought from their homes and communities and to replace them with what were viewed as superior practices’ (p. 93).

Mutually acknowledging and affirming strengths builds connectivity, trust and optimism. This is outlined in Stronger Smarter Institute’s High-Expectations Relationships (2018, p. 16).

It has been recognised that when parents, community, Indigenous Knowledge holders and Indigenous teaching assistants are enabled to share knowledges, students are ‘more likely to perform better academically, stay in school longer and enjoy their schooling’ (DEEWR, 2018, p. 3).

The Third Cultural Space should be a culturally safe space that captures innovation and creativity. Indigenous teaching assistants are empowered to navigate the space between their community Indigenous Knowledges and western curriculum content and pedagogies (Sarra & Ewing, 2021). In ‘navigating’ the space, Indigenous teaching assistants can be the conduit to bring these two spaces together.

Implementation strategies and considerations

Strategy	Rationale
The Third Cultural Space is a place where First Nations Australians' perspectives and western world views complement one another	The Third Cultural Space is the place in the centre – the yellow circle. To come to the centre, know the places where we as educators are coming from and the strengths we each bring to the Third Cultural Space. See the Stronger Smarter Approach¹. Mutually acknowledging and affirming strengths builds connectivity, trust and optimism.
Acknowledge, value and empower First Nations Australians’ ways of knowing, being and doin	Acknowledge and value the strengths of Indigenous Knowledges (IK) and Australian Curriculum content knowledge. Recognise that within the Third Cultural Space, knowledges complement one another. IK encompass First Nations Australians’ ways of knowing, being, and doing. Indigenous teaching assistants bring IK through knowing the community, cultural protocols, histories, cultures and identity. Empower Indigenous teaching assistants within culturally safe spaces to enable the respectful sharing of information, knowledges and protocols.
Encourage multiple perspectives	Enable Indigenous teaching assistants and communities to share their perspectives through the Third Cultural Space.
Enable Indigenous teaching assistants and communities to share their perspectives	High-Expectations Relationships are one of the cornerstones of the Stronger Smarter Approach. To implement the practice, connect the personal, the community and the school spheres (this is the Third Cultural Space): Personal sphere – First Nations Australians guide educators to develop their personal cultural understanding. Community sphere – High-Expectations Relationships are enacted to develop community partnerships built on cohesion and collaboration. School sphere – non-Indigenous school staff are enabled with culturally appropriate tools for school transformation. Encourage dialogue between partners, leading towards respectful working relationships and enabling multiple perspectives on knowledges. Authentic engagement among First Nations Australians and non-Indigenous people then takes place.
Create culturally safe spaces where innovation and creativity are captured	Make a culturally safe space that captures innovation and creativity. Indigenous teaching assistants are empowered to navigate the space between their community, IK and western curriculum content and pedagogies (Sarra & Ewing, 2021).

¹ https://strongersmarter.com.au/stronger-smarter-approach/