This paper describes the processes involved in establishing a genuinely collaborative and participatory role for nine Aboriginal Elders in a five-year participatory action research project focused on early child development in the Perth metropolitan area of Western Australia. The project goals are to better inform and align policy and program design with Aboriginal values, world views and concepts of childhood. The Elder’s authority in the design, conduct and outputs of the research are intended to adhere to a decolonising approach, whereby Aboriginal people have power and voice in ways that are aligned to their values and beliefs. Requirements for research that is collaborative, relational, participatory and reflexive are not straightforward or easily achieved, and the process of working with the nine Elders in their roles as Co-researchers has not been without its challenges. This paper explores the challenges and opportunities of working with Aboriginal Elders as Co-researchers and seeks to enhance understanding of the necessity of incorporating an Aboriginal worldview and knowledge framework in this way.

本文介绍了在为期五年的参与式行动研究项目中，为九名原住民长者建立真正的协作和参与性角色所涉及的过程，该研究项目的重点是西澳大利亚州珀斯都会区的幼儿发展。该项目的目标是更好地为政策和计划设计提供信息，并使之与土著价值观，世界观和童年观念保持一致。老年人在研究的设计，进行和输出中的权力旨在遵循非殖民化方法，即原住民以与其价值观和信念相一致的方式拥有权力和发言权。协作，关系，参与和反思的研究要求不是简单明了或容易实现的，与九位长者作为共同研究者一起工作的过程并非没有挑战。本文探讨了与土著长者共同研究的挑战和机遇，并寻求加深对以这种方式纳入土著世界观和知识框架的必要性的理解。