Cat Street (Charles Darwin University), Allison Stewart (Charles Darwin University), James Smith (Charles Darwin University)

There are many differing interpretations of participatory action research and the means by which it can support positive change. The approach involves establishing a systematic cycle of reflection and learning, and is ultimately oriented towards problem solving. Developmental evaluation also involves this learning cycle, but places more emphasis on the active application of learning to engender positive systems change. The Whole of Community Engagement (WCE) initiative attempted to combine developmental evaluation and participatory action research approaches in a two-and-a-half year project that aimed to inspire six remote Northern Territory (NT) Indigenous communities to include higher education among their normal expectations. In theory, combining these approaches in this setting was appropriate as some of their underlying principles, such as contextualised learning and power sharing, were consistent with the principles that underpinned the WCE initiative. The design of the initiative and a number of contextual factors, however, presented challenges to making this work in practise. In this paper we draw on empirical research and evaluation data to discuss the tensions that arose, the costs and benefits relating to how these tensions were resolved, and outline key learnings.