Learning from Operation Bluetongue. A Facilitator s Kit

Transcription

1 Learning from Operation Bluetongue A Facilitator s Kit Developing a sense of place for new migrant communities through cultural exchange, biodiversity education and social networking Newly arrived migrants have le behind a familiar environment be it urban or rural to which they belonged. I have found that by assis ng them to understand and embrace the Australian natural environment more o en so different from their homeland, migrants find a strength from their new rela onship to place and a sense of belonging to the landscape of their new home. Leandro Mendes Opera on Bluetongue Printed on 100% recycled Australian made paper 1

2 Acknowledgements Adam Hill and Les Saxby as well Des Dyer. This program is based on the highly successful Opera on Bluetongue program developed by the NSW Ethnic Communi es Council (ECC) in 2008 with funding from the NSW Government through its Environmental Trust. It was made possible through the generous assistance of Fairfield Council, Auburn Council, Parrama a Council, Bankstown Council, Blacktown Council, Auburn Migrant Resource Centre, Parrama a Migrant Resource Centre, Fairfield Migrant Resource Centre, Australian College of Language Cabrama a, Australian College of Language Auburn and Australian College of Language Parrama a. Disclaimer This publica on is a guide only. It does not claim to provide comprehensive instruc ons for working with Culturally and Linguis cally Diverse (CALD) communi es. Published by NSW Ethnic Communi es Council with assistance from the NSW Environmental Trust. 221 Cope Street, Waterloo NSW 2017 Phone: (02) Fax: (02) admin@eccnsw.org.au Website: Copyright Copyright NSW Ethnic Communi es Council 2008 This material can be freely copied and distributed for the nonprofit purposes of sharing environmental educa on with migrant communi es. Credits Prepared by Faith Thomas from a project developed and implemented by Leandro Mendes. Photos by Megan Lynch, Leandro Mendes and Catalina Saravia. Illustra ons by students of Australian College of Language, Cabrama a. And many thanks to Kylie Walker and Helen Sco for their fantas c support. Proudly printed by Planet Press

3 TABLE OF CONTENTS Introduc on 4 The purpose of this guide 5 Planning and promo ng 6 Facilita ng environmental educa on in migrant communi es 8 Par cipatory workshop outline 10 Field trip outline 18 Field trip logis cs 24 Evalua on 25 Educa onal resources and contacts 30 Glossary 31 3

4 Welcome! This Facilitators Kit is a step-by-step guide for delivering the Opera on Bluetongue program to new migrant communi es. The program comprises a one-hour par cipatory workshop on protec ng biodiversity, followed by an experien al field-trip designed to assist migrant communi es in developing a sense of place within the Australian environment, culture and community. The overall aim of Opera on Bluetongue project is to introduce recently arrived migrants to their local bushland and develop a posi ve and caring rela onship with the natural landscape and the fauna it supports. The objec ves are to: 1. Introduce recently arrived migrants to their local bushland reserve; 2. Facilitate understanding between indigenous communi es and recently arrived migrants; 3. Assist recently arrived migrants to gain knowledge about the types of plants and animals in their local area and the posi ve role they play; 4. Assist recently arrived migrants to appreciate, iden fy and protect local biodiversity; 5. Create partnerships between biodiversity workers (e.g. Bushcare and environmental educators), indigenous community representa ves and ethnic community workers; and 6. Build the capacity of Se lement Services, Migrant Resource and other ethnic community workers and local government to engage new arrival migrants and refugees in educa on for sustainability. All too o en educa ng new arrivals about the natural environment of their new country is given short shi among other seemingly more pressing issues. However gaining an understanding of Australia s environment and indigenous culture, as the students did through this workshop enhances their sense of belonging and ability to par cipate in the wider Australia. Michael Hill, Teacher Coordinator, Australian College of Language, Auburn 4

5 The purpose of this guide This guide is designed for: 1. educators working with migrant communi es who have li le background in educa on for sustainability 2. local government sustainability officers who wish to work more meaningfully with the CALD and migrant communi es It offers a framework that is simple but effec ve and readily adaptable to your community and contains everything you need to plan, promote, deliver and evaluate your own Opera on Bluetongue program, including workshop and field-trip outlines. Recently arrived migrants receive li le or no environmental educa on within the current migrant se lement program. Programs such as Opera on Bluetongue provide opportuni es to par cipate in workshops and field days that offer: The experience of an Aboriginal welcome to country and insight into their tradi onal rela onship with country. An introduc on to Australian flora and fauna. An introduc on to local biodiversity ac on (plan ng a tree and ps for increasing biodiversity in their own backyard or local bushland). Access and introduc on to local networks and their ac vi es. An opportunity to develop a meaningful connec on with their natural surroundings in an Australian context (i.e. Sense of place). 5

6 Planning and promo ng Partnerships Like most successful community educa on programs, Opera on Bluetongue is built on community partnerships. Developing partnerships takes me but the resul ng program is richer in resources, knowledge and energy. Some ideas for developing partnerships include: Working with local Council Council can provide informa on on the na ve plants that grow in the area and may provide in-kind support in the form of plants, tools, catering or staff me. They also manage many of the local parks and reserves and as such they will need to be contacted for permission when organising tree plan ng ac vi es. Working with park rangers - they have a comprehensive local knowledge and can provide a very personal and meaningful welcome to par cipants. Working with local aboriginal communi es seek out local personali es who have the charisma and energy to engage the group. Your local Aboriginal Land Council or Local Council is a good place to start, or you might contact local community arts centres or access local cultural networks. Working with community nurseries they can provide local plant species for tree plan ng projects and expert advice on what to plant where. Working with services providers, language schools and migrant resource centres. Promo on Opera on Bluetongue was successfully delivered through a variety of well established migrant community networks, in par cular English Language Schools and Migrant Resource Centres. These two important networks have very different aims and objec ves and tend to a ract migrants in different circumstances and stages of se lement. Thus they need to be approached slightly differently. The aim of Migrant Resource Centres is to promote the welfare of newly arrived migrants and refugees, assis ng them to become selfreliant and par cipate on an equal foo ng within Australian society. As such they are interested in opportuni es that help migrants to gain confidence and social skills and to engage with the Australian culture. 6

7 English Language Schools place more emphasis on the acquisi on of new vocabulary and concepts, and value the opportunity for students to engage with new ideas, prac ce their language skills and interact with na ve English speakers. As one teacher commented: It s important for people to extend their horizons and get different knowledge apart from the day to day. Making contact with each centre directly will give you the best chance of developing a produc ve partnership that meets the needs of all stake-holders. Working in and with the community Opera on Bluetongue was designed to go on the road. That is, in order to involve as many people as possible both the workshop and field trip are taken to the community. The workshops were actually delivered to the students in their school or centre in order to make the process as simple as possible. When the workshop is well received, and the ice broken, everyone is more recep ve to going further afield, par cularly when the bus and all of the logis cs will be taken care of by the project officer! The field trip should be within the local vicinity. The aim is to provide par cipants with a link to the natural environment that is accessible from their home communi es. If you are a migrant educator or support person Make use of the many skilled environmental specialists that work in your area. Your local council will be able to provide further informa on and contact details. 7

8 Facilita ng environmental educa on in migrant communi es The Opera on Bluetongue project focused on working with migrants to develop a sense of place: to assist migrants to feel connected and to develop a sense of belonging within the Australian environment. The objec ve was to make people aware of their local places so that they could begin to enjoy this environment while relaxing and recrea ng with friends and family. Many migrants, par cularly refugees, have endured a lot of hardships before coming to Australia. Even those who have not must deal with the aliena on and difficulty in finding work, making friends and providing for their family in a culture where they feel different, cannot easily communicate and where their cultural values are no longer the norm. As a result, protec on of the environment is not high on the list of priori es for many migrants. This is not to say that migrant Australians do not have a strong connec on with their environment in their country of origin, although obviously this would vary from person to person. Some migrants, especially refugees, may struggle with fears and anxie es developed through their past experiences. Be sure to communicate clearly about what is happening and aim to promote an informal, friendly and par cipatory atmosphere in which everyone feels valued and respected. In the workshop The workshop provides a context for the introduc on of new vocabulary and concepts, for explaining the purpose of the program and for forming a rela onship with the group. In par cular: Gauge the level of English skill within the group through discussions with the group coordinator before the session, and by engaging in a li le informal banter with the group before commencing your presenta on. This also helps to break the ice. Be aware of the language you use - even with groups whose English skills are well developed, the use of abstract vocabulary, technical jargon or acronyms will make it difficult for people to understand you. Watch the group for clues that the par cipants are not engaged, as this may mean that they do not understand all that you are saying. Ask: am I talking too fast, is everyone keeping up? Project your voice, speak clearly and at a relaxed pace. Remaining present and fully engaged with the group will help keep their a en on even when they may not understand everything that you have said. Don t a empt to put across too many ideas at once. Be clear about the objec ves you wish to achieve and focus on developing a clear understanding of the key messages. Use props and visual images that clearly relate to the subject you are discussing. Develop an informal friendly delivery style - get to know the group 8

9 We ve had lots of ac vi es and discussions rela ng to the field trip back at school. Alice Mouawad, Delany College, Catholic Intensive English Centre and build interest and trust through humour, fun and a relaxed approach. Remember that there will be a varied level of understanding within the group, both of English and of the topic area. Keep things simple but don t assume that people are totally uninformed. On the field trip Make sure facilitators are aware of the needs of migrant par cipants. Request that they read this guide before agreeing to facilitate the program. Cultural differences around the sharing of food should be borne in mind. For some cultures this is common and in others not. Beware of dietary tradi ons such halal food (meaning lawful or permi ed) in Islamic communi es and restric ons on beef in Hindi culture. Be mindful of cultural events/fes vals/celebra ons and their impacts eg. Ramadan Documen ng the field trip with photos of happy par cipants can be helpful for marke ng future programs, however be aware of cultural objec ons and always ask permission before taking a photograph. You may need people to sign photo model release forms. Avoid making assump ons about, or stereotyping, a cultural group. Every culture contains a broad range of personality types, learning styles and knowledge levels. Be aware of religious rou nes, such as prayer mes, that may be interrupted by the field trip. Make sure that you are flexible to the needs of the group. Remember that the concept of going out will have a different meaning within each culture. Different expecta ons, ideas of comfort and of what needs to be bought along will influence the way people dress, engage with nature and each other. Be sure to explain clearly what the day will entail and what par cipants can expect. Complex rela onships may exist both between and within cultures (e.g. men and women). Allow par cipants to posi on themselves within the group in a way that feels right to them. Avoid forcing forma on of groups or spli ng up ones that naturally form. Fears of various kinds exist within any group, and in this case may include fear of unfamiliar animals, the outdoors, social interac on or other cultural groups. Be sensi ve to people s fear and aim to empower rather than overwhelm. Although par cipatory approaches have proven to be most engaging it is important that facilitators do not force par cipa on. However ini al hesita on may be mere shyness and coordinator encouragement can be helpful in inspiring involvement in ac vi es. Don t make assump ons about anything - always ask if you are not sure! Be flexible while remaining aware of your objec ves and the needs of the group. 9

10 Par cipatory workshop outline Key message Maintaining the web of life will ensure our health and well-being today and in the future. Objec ves 1. To introduce the concept of biodiversity. 2. To introduce the web of life and the interconnectedness of all living things. 3. To help par cipants understand how their ac ons impact on the web of life. 4. To help par cipants understand their dependence on biodiversity. Workshop outline This workshop will take about 1 hour and is divided into short sessions as follows. As you become more experienced, you can modify and add to this outline as required. Topic Time 1. Welcome 5 minutes 2. What is biodiversity? 5 minutes 3. Australian biodiversity 5 minutes 4. Australian environmental problems 5 minutes 5. The web of life 20 minutes 6. Why should we care? 10 minutes 7. Introducing the tour 5 minutes 8. Workshop evalua ons 5 minutes Resource list Posters, graphics and photos: -Picture of a hollow tree - Nature s Boarding House or similar -Picture of drought affected land -Picture of the world Whiteboard or flipchart and markers Props for web of life role-play (puppets or pictures of the sun, soil, tree, bu erfly, frog and bird) several pieces of string. Spare pens and blank paper Par cipant evalua on form (1 per group) Informa on in community languages if available 10

11 1. Welcome Objec ve: To welcome par cipants and make them feel relaxed. Resources: Nil Time: 5 minutes. Break the ice by asking par cipants: Who likes being outdoors? Have you ever been on a bush walk in Australia? Would you like to walk in the bush? Remind par cipants that this is not a test and that they can relax and enjoy themselves. Introduce yourself and any other staff or volunteers. Explain what your organisa on does, the purpose of the program you are running and who the funding body is. For example, Hi everyone, my name is... I am the Project Officer for Opera on Bluetongue. Opera on Bluetongue aims to introduce recent arrival migrants to their local bush land and develop a posi ve, caring rela onship with nature. Show a picture of a bluetongue lizard and explain that the tongue is used to scare off predators. Explain that cats and dogs aren t scared of the bluetongue which puts it in danger. If you are also of migrant origin, describe your experience of coming to Australia. For example, I originally came from Brazil, like all of you I am also a migrant. When I came here I could not speak a word of English and felt very overwhelmed at mes because nothing was familiar to me. I had three priori es as a migrant: these were to learn English, get a job and understand the culture so that I could fit in. The environment was not a priority for me, even though it had been when I was s ll living in Brazil. However I soon found that nature was the one place that I could really relax. I did not have to speak any language or spend any money. It was a place where I could be myself. Nature for me means peace: a place where I can be with my family and friends or just on my own. Suggest to par cipants that they see this experience as an opportunity to overcome any fears they may have so that the Australian bush can become a special place for them too. Let them know that they are free to ask ques ons and talk about their own experiences of nature. 11

12 2. What is biodiversity? Objec ve: To introduce the concept of biodiversity. Resources: Whiteboard or flipchart and markers. Time: 10 minutes. Explain that you are going to talk about the concept of biodiversity and our rela onship with the natural world. Write the word biodiversity on the board and ask if anyone knows what it means. Break the word down into bio (life) and diversity (variety) to explain, and provide the following defini on: Biodiversity: the variety of life. All living things in our planet, including trees, plants, animals, insects birds and humans. Point out that some languages there is no specific word that can translate biodiversity. Explain that this workshop will explain why we should care about biodiversity. 3. Australian biodiversity Objec ve: To introduce the concept of biodiversity. Resources: Whiteboard or flipchart and markers, picture of the world. Time: 10 minutes. Explain that in Australia we have a lot of biodiversity. In fact of the 193 countries in our world, Australia is one of 17 countries which contain almost 70% of the world s species. Ask par cipants if they can name one of the other 16 countries. (Brazil, China, Colombia, Democra c Republic of Congo, Ecuador, India, Indonesia, Madagascar, Malaysia, Mexico, PNG, Peru, Philippines, South Africa, U.S.A. and Venezuela) Point some of these countries out on the Picture of the World as they are named. 12

13 4. Australian environmental problems Objec ve: To inform par cipants of Australia s key environmental concerns. Resources: Whiteboard or flipchart and markers, picture of a hollow tree, Nature s Boarding House poster or similar, picture of drought affected land. Time: 10 minutes. Explain that despite its natural biodiversity, Australia has a lot of environmental problems. Ask par cipants to name some of these problems and write them up on the board. Explain that this session will focus mainly on drought and animal ex nc on Write these words up on the board and ask if anyone can define them. Provide the following defini ons: Ex nc on: Gone forever, only in photos. Drought: a long me without rain. Ex nc on Explain that in the last 200 years more mammals have become ex nct in Australia than in any other country in the world. Write the word habitat on the board and ask if anyone can define it. Write the following defini on on the board: Habitat: food, water and shelter; a home. Ask, how old a tree must be to provide habitat for animals and birds? Show a picture of a tree hollow Describe how these provide homes for a wide variety of creatures. Explain that these hollows only form in trees when they are over 120 years old. Ask par cipants if they know what kind of animals would live in this tree? Write the answers on the whiteboard. Show poster of Nature s Boarding House. Explain that many animals can depend on just one tree. Emphasise that ex nc on is mainly due to loss of habitat, especially loss of trees with hollows. 13

14 Drought Explain that drought is also a major problem in Australia. Point out that for some people this may appear strange as we are all used to turning on our taps and the water just pours out, but in reality we are living in the driest inhabited con nent in the world. Show picture of drought affected land. Explain that drought threatens biodiversity as well. Ask par cipants what we can do to save water? First comments are o en to catch and use rainwater and reuse water. List sugges ons on the board and add washing cars on the lawn (allows you to emphasise both water conserva on and storm water). 5. The web of life Objec ve: To introduce the concept of the web of life and the importance of interconnectedness. Resources: Resources for web of life role-play (puppets or pictures of the sun, soil, tree, frog, bu erfly and bird, several long pieces of string Time: 20 minutes. Explain that you are now going to bring biodiversity closer to home, and that to do this you want to introduce a concept. Ask par cipants if they understand what a concept is and then explain that it is an idea or symbol that helps us to understand. Explain that this concept is called the web of life and that it is an idea that will help show us why biodiversity is so important to us. Write the words web of life on the board and ask if anyone understands what it means. Break down the concept and explain as follows: Draw a web (like a spider web) on the board. Ask what has a web got to do with life?. Explain that it represents our connec on with every other living thing It made me think about the importance of (the) environment. It s our responsibility to keep good habits and to keep a good web of life. Anonymous student, NSW Adult Migrant English Service, Surry Hills 14

15 Draw li le images of birds and fish and plants on the web. Ask par cipants to think back to when they were a child and they poked a spider web, how it started to fall in on itself. Explain that our ac ons can cause this kind of collapse in nature. Use the example of pollu on on a road that flows into the river and kills fish and birds. Erase some of the web off the board to illustrate this collapse. Web of life role-play Explain that you will now be doing a role-play to show exactly how the web of life works. Ask par cipants to keep the concept of the web of life in mind as the story unfolds. Ask six people to assist. Hand each person a picture / puppet and a piece of string. Make the introduc on of the animal characters fun and humorous. Building the web of life A. Have the person with the tree stand up first. Ask par cipants what creature eats the tree to survive? B. Have the person with the bu erfly stand up and connect them to the tree with string. Ask par cipants what creature eats the bu erfly to survive? C. Have the person with the frog stand up and connect them to the bu erfly with string. Ask par cipants what creature eats the frog to survive? D. Have the person with the bird stand up and connect them to the frog with string. Explain that when a plant or animal dies it is broken down (by bacteria and fungi) and becomes soil. Therefore the soil is connected to every living thing in the web of life. The sun is needed by all living things and thus also connected to every part of the web of life. The breakdown of the web of life A. Ask par cipants what will happen if someone came and cut down the tree? Have the person who is the tree sit down on the floor. B. Ask par cipants what will happen to the bu erfly now that it has nothing to eat? (The bu erfly must find a new food source, move away or die). Remove the person with the bu erfly from the web of life. C. Ask par cipants what will happen to the frog now that it has nothing to eat? (The frog must find a new food source, move away or die). Remove the person with the frog from the web of life. 15

16 D. Ask par cipants what will happen to the bird now that it has nothing to eat? (The bird must find a new food source, move away or die). Remove the person with the bird from the web of life. Now only the sun and the soil remain. Explain to par cipants that the sun will now beat down on the soil which, with no shade and protec on from the tree, dries out. When the rain comes the soil washes into the river. Remind par cipants that in reality the web of life is not that simple. Most animals, birds and insects don t rely on just one source of food; however every species is dependent on a variety of other species to survive. A er applause for the volunteers, ask par cipants if they have any further ques ons about biodiversity or the web of life. 6. Why should we care about biodiversity? Objective: To connect our own needs and survival to the web of life. Resources: Whiteboard or flipchart and markers. Time: 10 minutes. Play the devil s advocate and ask why should I care about that? I live in the city. Then ask where does our food come from? The answer is soil. Remind participants that most of our medicines also come from biodiversity. Ask participants what else comes from biodiversity. Write the list on the board including the following points: People are happier and healthier when they have access to nature. Food, medicine and other products come from biodiversity. Na ve birds, bats and insects pollinate our fruit trees. We breathe the oxygen produced by trees. Plants and animals provide pleasure and beauty. Plants and trees hold the soil together with their roots. Plants create a cool micro-climate in the city and around the home. Ask par cipants if they remember a me in their lives when they witnessed the loss of biodiversity. How did this affect them? Give an example of your own to spark discussion (e.g. loss of prawn popula ons means no late night prawn expedi ons for the younger genera on). The talk about biodiversity was (a) very meaningful one. Personally I care about our nature and do whatever I can I think it is important to remind and talk about nature issues... especially from a migrant like Leandro (who) will give other immigrants who listen to the lecture (something) to think about, what they can work on. Anonymous student, NSW Adult Migrant English Service, Surry Hills 16

17 Leandro s talk about biodiversity is very beneficial because we are connected with (the) life web. (The) environment surrounding us is important for us. We should have involvement to improve our biodiversity Amatul Khan, Pakistani student, NSW Adult Migrant English Service, Mount Drui Conclude by emphasising the following points: We re connected to all living things through the air we breathe, the water we drink and the food we eat. Our ac ons have an impact on the survival of other species. The survival of other species is essen al to our own survival. 7. Introducing the tour Objec ve: To ensure par cipants are prepared and informed regarding the upcoming tour. Resources: Nil. Time: 5 minutes. Explain to par cipants that in the coming weeks they will be visi ng a local park or reserve, a place that they can visit again and again with their friends and family. Explain that the tour will have three parts as follows: They will be greeted and welcomed by an aboriginal person and learn a li le about aboriginal culture. They will par cipate in an easy bush walk and/or tree plan ng ac vity. They will have the opportunity to touch and hold real animals. Ensure they are aware of the following points: They will need to wear sensible shoes (no high heels), old clothes and a hat. They will need to bring water and a picnic lunch. It will not be a long day and everyone will be picked up and brought home on a bus. Children are welcome, providing that the parents take full responsibility for their welfare. Ask again if there are further ques ons and then thank them for par cipa ng. 17

18 8. Workshop evalua on Objective: To gain feedback from the participants on their experience of the workshop. Resources: Workshop evaluation form. Time: 5 minutes. Invite par cipants to ask any further ques ons and tell them that you will be available to answer ques ons a er the workshop. Explain that you will now be doing an evalua on that will provide valuable informa on for improvement of future workshops. One evalua on sheet should be completed for each workshop group. Try to bring out the key things that they learned and ask for comments or ideas. A er the workshop, answer any ques ons the par cipants might have. Field trip outline Key message The local environment can be a safe place that we all enjoy and through our connec on with it, learn to protect and care for it. Objec ves 1. To introduce par cipants to local aboriginal culture and ways of rela ng with the land. 2. To make par cipants aware of their local environment and its value to them as a place of recrea on, personal reflec on and aesthe c beauty. 3. To help par cipants become familiar with some common birds and animals and demonstrate how to interact with them appropriately. 4. To assist par cipants to overcome any fears they may have through a safe and friendly interac on with nature. Field trip program This field trip will take about four hours including transport and is made up of three sessions as detailed below. It can be modified according to available resources, me and facilitator experience. 18

19 Topic Transport to site Session 1: Aboriginal cultural exchange Session 2: Bush walk and/or tree plan ng Picnic lunch / social networking Session 3: Meet the animals Evalua on Transport from site Time 25 minutes 30 minutes 60 minutes 30 minutes 60 minutes 10 minutes 25 minutes Resource list Addi onal resources will be provided by session presenters. Refreshments including plenty of water. If doing a tree plan ng, a selec on of na ve plants, small hand-tools and a site. Field-trip evalua on form (1 per group). Handouts in community language if available. First aid kit. Transport to site If you have chosen a local park or reserve, as recommended in this guide, transport should not take more than about 25 minutes. However bear in mind the me required to load people bags, prams and food into the bus! When hiring the bus consider whether it is going to stay at the site for the dura on of the ac vi es or leave and come back at the end of the day. The advantage of having the bus stay is that bulky items can be le on the bus instead of carried around. Through the excursion we learn more about the nature around us and realise the environment s importance to our life. Julia Linh, Student, Australian College of Language, Cabrama a 19

20 Session 1: Aboriginal cultural exchange Objec ve: To welcome par cipants to country and introduce a li le of aboriginal culture through music, dance and story. Resources: Musical instruments, tradi onal costume and other props to be provided by aboriginal facilitator. Time: 30 minutes. This session provides a drama c beginning to the day and is very well received. Par cipants o en place great value on being welcomed by the original inhabitants of their new country. Introduc on: The facilitator introduces themselves and explains to par cipants the name and origin of their clan. They then welcome par cipants to country and explain that they are going to introduce their culture to par cipants through music, dance and story. Music: Facilitator introduces the didgeridoo and plays the didgeridoo song or similar by way of introduc on. A par cipatory guessing game is then played - animal calls (e.g. kookaburra, emu, dog, and dingo) and other sounds (e.g. steam train, plane) must be iden fied by par cipants. Children especially enjoy this part of the program! The facilitator then explains how the instrument is made and that tradi on dictates that it only be played by males. The clapping s cks are then introduced which as the facilitator explains can be used by everyone. A volunteer is requested to play the clapping s cks. I think it is important for migrants like us to know something about environment in Australia (before) I thought all aborigines are (the) same, but I found out there are many different people and they speak different languages. Anna Khun, Student, Australian College of Language, Cabrama a Dance: The facilitator demonstrates a number of tradi onal dances and then explains that the group will be learning the emu dance. 20

21 Volunteers are requested and, amidst a great deal of audience clapping and laughter, learn and perform the dance to the accompaniment of the didgeridoo and clapping s cks. Story: A tradi onal story, accompanied at the end by music creates a lull in the mood. The facilitator then finishes with one last song and asks everyone to clap along. Finally, the facilitator thanks everyone for their involvement and expresses hope that they have learnt a li le about aboriginal culture. Some facilitators then invite group photos which par cipants enjoy. Session 2: Bush walk and/or tree plan ng Objec ve: To help par cipants develop a sense of place within their local park. Resources: Local na ve plants, hand-tools, accessible water and a suitable site (if plan ng). Time: 60 minutes. In this session, which is generally facilitated by a park ranger or Council bushcare officer, par cipants will be welcomed to their local park and made aware of what it has to offer them in terms of beauty, recrea on and facili es. They will have the opportunity to explore it and (if plan ng) to engage in an ac vity that nurtures it. To introduce the session, the facilitator talks about the park and how everyone is welcome to come for walks, have picnic and enjoy its natural beauty. They explain the various facili es that are available (e.g. free BBQ s, walking tracks and children s play equipment) and emphasise that the park is safe, free, close to par cipant s homes and accessible by public transport. This session is also an excellent opportunity to promote the ac vi es of local community groups, such as Bushcare, and invite par cipants to be involved. If the session includes a tree plan ng ac vity then the local Bushcare group could be invited to par cipate, promo ng cross-cultural exchange and friendship. The facilitator then leads a short bushwalk or plan ng ac vity, using the ac vity as a vehicle for the delivery of simple message that emphasise the concepts of biodiversity, habitat and the web of life that were introduced in the workshop session. It is important that no new concepts are introduced (e.g. stormwater) as this is likely to confuse the issue. Be aware of safety. Narrow trails and boardwalks can be difficult with prams and children can easily get out of hand if parents are not taking direct responsibility for them. During plan ng ac vi es be organised! Explain the procedure clearly and simply and don t a empt to plant too many plants. Choose plan ng sites carefully, making sure there is plenty of room for everyone to work safely and that the ground is not too hard. The site should be prepared ahead of the me and approved by local council. 21

22 Picnic lunch The lunchbreak provides an opportunity for par cipants to enjoy the ambiance of the park informally, to share food and to make or consolidate friendships with other par cipants. This is a good opportunity to show hospitability by laying out a spread of healthy snacks and drinks. Session 3: Meet the animals Objec ve: To help par cipants overcome any fear they may have of Australian na ve wildlife and to provide an opportunity for them to meet and handle some animals, rep les and birds. Resources: A variety of na ve wildlife as provided by a skilled wildlife handler. It is important to emphasise to par cipants that you should not touch, feed or interfere with wild animals in nature and the animals in display are use to human contact. Time: 60 minutes. This session must be facilitated by a skilled wildlife handler who has experience working with children and large groups. The animals need to be accustomed to being handled and the facilitator must be made aware of the fears some migrant par cipants may have. The facilitator begins by explaining that most animals, birds and rep les in Australia are quite safe and that the Australian community values and protects all its na ve wildlife. They then introduce each animal one by one, moving through the group to provide an opportunity for all par cipants to touch and pet the animals. Opera on Bluetongue has been an amazing ini a ve and much needed orienta on for migrants and ethnic groups to the Australian culture, lifestyle and especially the environment. I found most migrants incredibly keen to learn about how to cohabitate with Australian wildlife I believe that the project deserves future considera on as a standard part of orienta on to Australia for migrants Kelly Winning, Facilitator, Australian Wildlife Display 22

23 In Opera on Bluetongue, facilitators generally introduced the following animals: Baby possum Tawny frog mouth Bluetongue lizard Water dragon Diamond python While some people are repulsed and mid, which must be respected, others are eager and boldly request to hold the python. Children in par cular are deeply engaged by this ac vity which is most effec ve when the group is not so large as to inhibit meaningful interac on with the animals. A good facilitator will demonstrate a care and concern for the animals that will be palpable to par cipants who will in turn show respect, care and courage. At the end of this session the facilitator thanks par cipants and everyone claps and cheers. Field-trip evalua on Objective: To gain feedback from participants on their field trip experience. Resources: Field trip evaluation form. Time: 10 minutes. Before the group dynamic dissipates into the chaos of packing up lunch things, explain to par cipants that you will now be doing an evalua on that will provide valuable informa on for improvement of future workshops. One evalua on sheet should be completed for each workshop group. Try to bring out the key things that they learned and ask for comments or ideas. A er the workshop, answer any ques ons the par cipants might have. Ethnic Communi es 23

24 Field trip logis cs The field trip can be a pleasant experience or a logis cal nightmare depending on how well you prepare. Although the content of the trip is basically a series of three presenta ons by specialists, the logis cs and facilita on will need to be managed by you. Food and refreshments are an important part of being a host. However make sure that the refreshments are manageable by the team and don t a empt to feed everyone. Instead, ask par cipants to bring a picnic lunch and supplement it with fruit and snacks. Make sure there is enough drinking water available, especially on a hot day. Think about accessibility, especially when there is likely to be a number of mothers with prams, elderly or disabled par cipants or children. Be prepared for unexpected logis cal problems. On one field trip the coordinator was faced with no less than 23 prams all needing to be folded and stowed in an already fully loaded bus! Never conduct a field trip to a site where there is no sea ng or toilets! Ensure the needs of the animals are considered when conduc ng a show and tell. In par cular children can be very enthusias c which can be distressing for animals. Understand that there will be children! Ensure your insurance policy provides adequate coverage and that the site you are visi ng is safe. The presence of children can be distrac ng so think of ways to engage children so that parents can fully par cipate. Large groups can be difficult to manage, especially if you are unprepared. Be sure to specify to the group coordinator the maximum number of par cipants that you can cater for. Be prepared for the weather. Ensure you have shade and shelter, request that par cipants bring hats and umbrellas and have a back-up plan in case of rain. Walk the track/visit the site and conduct a risk assessment prior to the day of the field trip to plan for any poten al hazards. Expect the unexpected! Try to remain within or close to mobile recep on range. Ensure there is a trained first aid officer on the trip and carry a First Aid Kit with the essen als, eg. Bandages for snake bite, epipen for allergic reac ons to bee or other insect s ngs, glucose/sugar for diabe cs. 24

25 Evalua ng your program The pilot Opera on Bluetongue program developed by the NSW Ethnic Communi es Council was evaluated using a tradi onal outcomes hierarchy 1. This is shown on the next page and can be adapted to meet the needs of your own program. Evalua ng an educa on program that works with migrant communi es can be a challenge as many have very limited English language skills. To overcome these difficul es a very simple evalua on process has been developed that is linked directly to the project outcomes. Only one evalua on sheet is completed for each group; however evalua ons are completed for both the workshop and tour, focusing on slightly different outcomes for each. As with any educa on program, evalua on relies on carefully documen ng and recording both the subjec ve response of par cipants to the program (qualita ve data) as well as the quan ta ve such as par cipant numbers, the demographics of par cipants (par cularly cultural or language group) and the types and extent of media coverage of your program. Think of project evalua on as having the following four facets: Par cipant evalua on how did each par cipant respond? Do they feel their awareness of the issues has increased? Do they think the program will influence their behaviour? Facilitator evalua on from the facilitator s perspec ve how did the par cipants respond? What would they do differently in the future? Program evalua on what were the outcomes of the program overall? How could the program be improved in the future? Longitudinal evalua on What was the long-term outcome of the project, specifically with regard to behaviour change among par cipants? In the context of this program facilitator cri cal reflec on following each workshop and field trip is par cularly important, as is following up with group coordinators to discuss par cipant reac ons. 1 For informa on on developing an Outcomes Hierarchy refer to Does your Project Make a Difference? a guide to evalua on of environmental educa on projects published by the NSW Department of Environment and Climate Change. 25

26 Outcome Hierarchy Evalua on Ques ons Performance Indicators Standard judgment method Sources of Informa on Ul mate outcome Improved biodiversity outcomes for areas where newly arrive migrants live. Increased involvement of newly arrived migrants in biodiversity groups Newly arrived migrants adopt behaviour that assists to protect local biodiversity Number and type of opportuni es provided to newly arrived migrants to ac vely par cipate in biodiversity programs. Types of biodiversity conserva on behaviours adopted by newly arrived migrants Data collec on from environment (biodiversity) groups and ethnic community workers. Longitudinal evalua on study with newly arrived migrants that par cipate in biodiversity educa on programs. Intermediate Outcomes Facilitate ongoing rela onships between ethnic community workers and biodiversity workers. How many ethnic community groups maintain ongoing contact with the project officer and request addi onal workshops/field trips? Number and quality of ongoing communica on between ethnic community workers and project officer. 10% of ethnic community groups request addi onal educa on programs. Data collec on from program records ( s, requests) Evalua on Sheets Assist recently arrived migrants to gain apprecia on of and knowledge about Aboriginal culture and na ve plants and animals and their role in protec ng local biodiversity How many par cipants report they know more about Aboriginal culture, na ve animals and plants? How have par cipants increased their apprecia on of Aboriginal culture and local biodiversity? Number of par cipants iden fying learnings (naming new animals or plants) Par cipants report changed a tudes or beliefs about local biodiversity and Aboriginal culture 50% of par cipants can iden fy new animals or plants. 50% of par cipants can iden fy some new knowledge about Aboriginal culture. 25% of par cipants report changed a tudes and beliefs Evalua on sheets Informal feedback from workers and par cipants. Par cipant reflec ons and stories of personal experience. Immediate Outcome Deliver quality biodiversity educa on program for recently arrived migrants. How appropriate are the workshops and field trips for newly arrived migrants? How many workshops and field trips were delivered? How many and what migrants a ended workshops and field trips? A endance at workshops and field trips Number of a endees at workshops and field trips Different language groups par cipa ng in workshops and field trips 10 workshops and 10 field trips delivered 10 par cipants a end each workshop. 5(?) language groups par cipate in program. 60% of par cipants sa sfied with the workshops and field trips. Evalua on sheets Data collec on & par cipant registra on forms. Photos Informal feedback from workers, educators and steering commi ee Reflec on from program deliverer Ac vi es Outcome Develop and promote quality biodiversity educa on program for recently arrived migrants. How effec ve was promo on/media coverage for the project? What is the level of interest in par cipa ng in workshops from ethnic community workers and community groups? Number of media stories in print, radio, television Qualita ve feedback on media stories Number of ethnic community groups contacted. Number of groups reques ng workshops/ fieldtrips. Number media stories. 80% of MRCs contacted. 50% of MRCs request workshops. Data collec on from program records. 26

27 Operation Bluetongue workshop evalua on sheet Date: Name of group: Number of Languages spoken: Number of people: Have you ever been in a bushwalk in Australia? Number who have [ ] How many people can tell me something about Aboriginal Australia? Number who can [ ] Examples: Can you name any Australian na ve tree? Number who can [ ] Examples: Have you planted anything in your country of origin? Number who have [ ] Have you planted anything in Australia? Number who have [ ] What? Can you name any Australian na ve animal? [ ] Which ones? Notes and addi onal comments 27

28 Operation Bluetongue field trip evalua on sheet Date: Name of group: Number of Languages spoken: Number of people: What did you like the most about the field trip? Would you like to learn more about the Australian Environment? Number who would [ ] What? Can you name one thing that you learned today about Aboriginal culture? Number who can [ ] Examples: How many people can name an Australian na ve plant? Number who can [ ] Which ones? How many people can name an Australian na ve animal? Number who can [ ] Which ones? What can we do to help the environment? Examples: 28

29 Would you like to go on another field trip? Number who would [ ] Where? Will you visit local bushland reserves where you live? Number who will [ ] Notes and addi onal comments 29

30 Educa onal resources and contacts Web resources Department of Environment and Climate Change, Biodiversity (viewed January 2008) NSW Na onal Parks and Wildlife Service, Backyard Buddies (viewed January 2008) h p://na onalparks.nsw.gov.au/npws.nsf/content/ Backyard+Buddies Australian Museum Online, Australia s Biodiversity (viewed January 2008) Tasmania Parks and Wildlife Service, Food Webs (viewed January 2008) on/esets/urban%20wildlife%20foo d%20webs.pdf The Rainforest Informa on Centre, Endangered Species Project (viewed January 2008) nfo.org.au/spp/ Does your Project make a Difference? A guide to evalua on of environment educa on projects, NSW Department of Environment and Climate Change. Essen al contacts NSW Ethnic Communi es Council Community Rela ons Commission (CRC) Department of Immigra on and Ci zenship 30

31 Glossary Biodiversity: Number and variety of living organisms; includes gene c diversity, species diversity, and ecological diversity. CALD communi es: Culturally and linguis cally diverse communi es. Ecology: The study of the rela onships between plants and animals in their natural environment. Ecosystem: A community of living things and the environment in which they live. Fauna: The animal life in a par cular region including birds, mammals and rep les. Flora: A botanical term referring mainly to plants. Food chain: A group of organisms interrelated by the fact that each member of the group feeds upon on the one below it and is in turn eaten by the organism above it in the chain. Food web: A series of linked food chains. Habitat: Area that provides an animal or plant with food, water and shelter, as well as a space to socialise and breed. MRC: Migrant Resource Centre Sense of place: a feeling of a achment, engagement and belonging to our environment Web of life: The interac ons and connec ons between all living things. Wildlife: All non-domes cated plants animals and other organisms. 31

32 The environment and nature is a valuable learning tool for everyone especially those coming from foreign countries. The se lement process must involve educa on about the environment they live in, which allows them to recognise that Australia is their new home. Without this connec on refugees and migrants will con nue to feel displaced resul ng in social isola on and ethnic segrega on. We hope that this experience reduced some of the fear some clients may have about the place they live in because it is this fear that affects the integra on process. We are also sure that these clients have a be er understanding and apprecia on of the Australian culture. Thank you to Ethnic Community Council for sharing this experience with us. Oula Falah Community Capacity Building Officer Auburn MRC 32