Interacting with Indigenous parents effectively can be a challenge for primary school teachers, regardless of their teaching experience. Unfortunately, within schools in post-colonial countries, teachers often perceive that this challenge exists because Indigenous parents are hard-to-reach or unresponsive to their children’s educational needs. With the intention of dismantling these destructive colonial views towards Indigenous groups, this phenomenological study explored how 22 Indigenous West Papuan parents perceived their roles in their children’s education and how these parents and 8 teachers discursively established their own versions of parent-teacher collaboration. Parents in this study believed that their role is critical for their children’s educational success. Two types of parent-teacher collaboration were identified: transactional and culturally responsive. Although both parents and teachers understood the importance of their collaboration, this did not necessarily result in effective collaboration. Some parents reported that their collaboration with teachers was hindered by teachers’ lack of understanding of the impact of discriminatory treatment, colonisation, and erosion of Indigenous culture on their communities and the implications of teachers’ attitudes towards pedagogical practices. Further implications for practice are also discussed.

对于小学教师来说，无论他们的教学经验如何，与原住民家长的有效互动都是一个挑战。不幸的是，在后殖民国家的学校中，教师常常认为存在这一挑战是因为土著家长很难接触到他们孩子的教育需求或对其孩子的教育需求反应迟钝。为了消除这些对原住民群体具有破坏性的殖民观点，这项现象学研究探讨了 22 名西巴布亚原住民家长如何看待自己在孩子教育中的角色，以及这些家长和 8 名教师如何建立自己的家长与教师合作版本。这项研究中的家长认为，他们的角色对于孩子的教育成功至关重要。确定了两种类型的家长与教师合作：交易和文化响应。尽管家长和老师都明白合作的重要性，但这并不一定会带来有效的合作。一些家长报告说，他们与教师的合作受到阻碍，因为教师不了解歧视性待遇、殖民化和原住民文化侵蚀对其社区的影响，以及教师对教学实践的态度的影响。还讨论了对实践的进一步影响。殖民化、原住民文化对其社区的侵蚀以及教师对教学实践态度的影响。还讨论了对实践的进一步影响。殖民化、原住民文化对其社区的侵蚀以及教师对教学实践态度的影响。还讨论了对实践的进一步影响。