Bluecray.org » ecological community http://bluecray.org Environmental Advocacy Mon, 06 Feb 2012 01:00:13 +0000 en hourly 1 http://wordpress.org/?v=3.3.1 Weeds, Biodiversity and Australia’s Land and Water Stewardship Practices http://bluecray.org/education/weeds-biodiversity-and-australias-land-and-water-stewardship-practices-17.11.2009 http://bluecray.org/education/weeds-biodiversity-and-australias-land-and-water-stewardship-practices-17.11.2009#comments Tue, 17 Nov 2009 01:03:15 +0000 al http://bluecray.org/?p=3605 ...»»]]> industry_and_government_weed_management_versus_holistic_land_and_water_stewardship_for_biodiversityWeed Management in Australia is a high energy industry. It is based on mowing, slashing, burning, mulching, spraying, grazing. Whilst prevention is the obvious first step in weed management, Australia’s horticultural and agricultural industries have offered little help. These industries are  responsible for many plant species being used, sold, distributed and promoted prior to them then taking hold as weeds.

These industries also appear to offer herbicides as an acceptable answer to mainstream Australian weed management. Diminishing biodiversity due to a weed chronically infesting an area is often the “umbrella” under which mass herbicide application occurs. The logic of killing on a large scale to create biodiversity is a remarkable dichotomy that does little to serve future life on earth.

  • Condong Mill, Sunshine Electricity, Delta energy, individual land owners and other Bioenergy consortiums, providers, merchants and “tradespeople” are currently harvesting biofuels to create GREEN ENERGY. They are currently doing this in the TWEED SHIRE, Northern Rivers, NSW, Australia.   They are doing this by clear felling native  (including endangered) wildlife habitats,  using bulldozers working  10 hours  per day, 6 days per week on private land.  At least three  Rufous Bettongs have been seen and heard living and nesting adjacent to this area over the past  years. Habitats that they are clearing and demolishing   become bare, steep sloped exposed soil.  Vegetation  taken, (via habitat destruction of endangered species habitats), is conveyed via machinery, into vaste piles of  “BIOFUEL” – or camphor laurel chip/dust, which is then trucked away to their storage areas for burning as GREEN FUEL.  This work has been going on for some time now, under the umbrellas of  “save the world from greenhouse gases” and “lessen the Mining of non renewable resources” pressures. This is weed management gone mad, is highly destructive to native flora and fauna “remnant habitats”, and gives the appearance of  using more energy to create less energy. This type of vegetation management gives the local area of Upper Burringbar, NE NSW  decreased habitats for endangered species and short-medium term loss of carbon stores and overall biodiversity loss. I call this “war on Biodiversity”.  What laws protect biodiversity, at a local level, in this situation????
  • Rufous Bettong at NSW Threatened Species – Northern Rivers
  • Some bluecray educational storyline articles about the Rufous Bettong and Habitat Clearing :- “PK and Litoria look for Rufous Bettong, and on the way, meet up with Goanna” ;  “Rufous Bettong and the Glyphosate Bank” ;   “Goanna leaves the glyphosate bank, the butterflies leave too” and   “Wildlife leaves glyphosate bank – finds refuge in organic garden“.


***You can click on each of the illustrations in this article to get a brief idea of the body of this article, if you are in a rush!!***

Collection and distribution of local, native seed.

Largely an unmentored industry, a strong and diverse Australian Native Seed Industry offers a practical, low energy solution to Australia’s Weed Management issues.

Australian_choices_to_destroy_or_to_nurtureHabitat and ecological community restoration projects, developments, infrastructure landscaping and environmental rehabilitation programs -  all of these require a concerted, coordinated Vision and National Direction concerning their use of local provenance and provincial native plant species.

To date, this has not been effected by the Australian Government, nor any State government or Local Authority. There are some token gestures in place. There is some  work on a handful of native pasture grasses. Native plants are required to be used in development and infrastructure works, but not always local provenance or provincial strains. There has been some funded work for plant species that make up a large percentage of Australian Vegetation communities, but  that are relatively unkown in economic terms. (See LINKS below)

The Nursery Industry has many cultivars for Australian trees, shrubs, groundcovers and vines . With the rise of plant variety rights in the 80′s, the trend to market same style, same shape, uniform product has trended the development of Australian native species towards  cuttings (the same genetetic source) for mass growing and planting. This isn’t helping biodiversity, as it promotes the same genetic species being spread throughout an area, whilst the other genetic strains die out. This has occurred already in our food industries, and shouldn’t be allowed to happen in our natural environmental industries.

The Forestry industry has a large network of Australian native seed available for distribution – mainly trees and shrubs. Greening Australia has a mentorship program for native seed. There are also a number of other small seed industries that promote Australian native plant seed via collection and distribution. CSIRO  has some great information on native seeds and native seed banks.

The Society for Growing Australian Plants has been at the fore regarding work done on Native Plants. However, much, much more needs to be accomplished, if we are to replace our vaste weed inhabited, poorly managed landscapes with a diversity of local provenance and provincial native plant species.

Instead of focusing on the WEED, the focus is better centred about the SEED BANK.

the_seedbanks_of_australian_native_species_need_your_helpEnvironmental Management, under the leadership of the Australian Government,  has mentored the use of  herbicides over large scale areas of weed infestation, as well as fostering the use of herbicides in small scale revegetation and habitat rehabilitation projects. This is a destructive form of habitat restoration. Scientifically scrutinised, trials show varied results from these methods, depending on the agenda of the trials. Once the weed infested area is sprayed, then there are a number of possible outcomes:-

  • the weed or another weed reinfests the area
  • the habitat, weakened by the destruction, loses initial biodiversity
  • the area remains low in biodiversity after only a small population of native plants are established through plantings and sowings (mainly plantings)
  • other plants and animals (Australian Native) become stressed and ill
  • the area, if allowed to naturally regenerate, without continual slashing, mowing, burning and herbicide spraying, may regenerate with increasing biodiversity, once animals (birds, marsupials, insects etc) move back into the area and act as seed vectors.
  • planting of selected, same type species of native plants may struggle to form healthy habitats, due to lack of initial biodiversity planning and plantings.
  • overall short term biodiversity loss until the future vegetation community and/or ecological community begins to function, often at least several years after spraying and destruction.

Australian Higher Learning and Understanding about Seed Banks (weed and non weed)

Historically, (and fairly recently), Australia has condoned  ill informed higher educational and extension practices that have also led to many weed infestations. Examples of this ?

  • Tertiary and college teaching of species lists that include potential environmental weeds – for landscaping, architecture, agriculture, forestry and horticulture students.
  • Tertiary teaching of Integrated Pest Management, yet focusing largely on the Agricultural Chemical Industry and it’s use of herbicides in pasture, recreational, infrastructure and development land and water management. ( I was extremely lucky to study, for part of my Bachelor of Applied Science with the (old) Plant Protection Department at the Gatton Agricultural College – Now University of Queensland Gatton Campus , where the dedicated staff gave me a sound,  very informed background in both Integrated Pest Management AND Pesticide Application Technology and Safety. )
  • The use of herbicides for many government sponsored environmental rehabilitation projects:-  Landcare, Land for Wildlife, Large scale/regional Weed Management – (eg Bitou Bush, Lantana), environmental training projects for the unemployed and a range of scientific trials in development of food and textile cropping for the high energy, biologically wasteful practice of monoculture.
  • The use of herbicides in Environmental training projects without consideration to gentle bush regeneration methods, without use of local provenance and provincial native seed and without habitat care.

bush_regeneration_the_choices_mainstream_madness_or_holistic_helpThe above picture shows two flowers. The flower on the right shows good Land and Water Stewardship. The flower on the left show very poor Land and Water Stewardship. Both flowers have, at their centre, the SEED BANK. {I use this term rather loosely here, as some plants self propagate by tuber, rhizome, suckering, air layering, leaves, stems. Some “seed banks” are held in the ground, some above ground on the plant, whilst, as in rainforests, the seed bank germinates, but often the plant is held, as a seedling, in a dormant state, awaiting an opportunity to grow bigger.} I have used the words seed bank, or reserve of future plants (native and weed) to keep this story simple.

The left flower is ill formed, out of balance and sick looking. It shows the current types of weed management practices that appear to be advocated for, by the NSW, Qld and Australian Governments. Herbicides are offered as a solution to weed control over and above the growing of native local provenance and provincial stock “seed” plants for seed collection, distribution and growing on in areas infested by environmental and noxious weeds. Extension methods, as perceived by bluecray, are in the main, for herbicide use.(Reference:- “Noxious & Environmental Weed control Handbook – a guide to Weed Control in non – crop, aquatic and bushland situation.” Rod Ensbey, Regional Weed Control Coordinator Grafton NSW (NSW DPI Bookshop, ORANGE, ISSN 1443-0622)

The flower on the right is full formed, balanced and well. It shows the type of educational and practical solutions to weed management that cater for BIODIVERSITY and Habitat care. (Reference:- see ##below)

So now you have the lowdown on my practical understanding of this issue, let us continue…..

The Flower on the right has biodiversity as one of the PETALS of knowledge. Biodiversity is all essential, when it comes to Environmental Stewardship.

The petals on the flower are not all encompassing, as there are a number of other “petals”  that I could add, but in order to keep it simple, let us look at the PETALS on the Right Hand FLOWER:-

weed_management_choices

  • BIODIVERSITY : speaks for itself!!!
  • Competition :- bare topsoil, degraded, overgrazed land with poor water runoff management offers little competition to weed invasion. On the other hand, a resilient and biodiverse vegetation community offers good competition to invading weeds
  • Rain:- rainfall can trigger weed seed germination & invasion. It is also a useful natural aid for cultivating out weeds from an area. Run-off can carry both weed and native seed. Pooling of nutrients, after run-off can help create little islands of biodiversity.
  • Soil and Water Health :-weed infested water and weed infested soils contribute to poor land management hygeine. They can be sources of future infestations via seed bank stores. Degraded topsoil can foster the increase of opportunistic weed species as opposed to Native Seed regeneration.
  • Fire:- over burning can create bare degraded soil – thus increasing the opportunistic weed seed bank’s capacity  to colonise the burnt area. fire can also release native seed that is held in above and below ground seed banks
  • Weed Map:-knowing where and when the weeds occur is essential to understanding the overall situation of the land being managed. Knowing where outbreaks are high or low can help you decide where to start your weed management strategy. A good focus for a weed map is to show the areas of HIGH RESILIENCE of native vegetation or working pasture. These are the areas that, if protected at their “edges”, can expand, as the seed source of wanted plants is already there.
  • Seed Map:-knowing where to get native seed from, locally or regionally is essential to replacing vegetation. This is especially so where over grazing, over clearing, over cultivation and over spraying occurs. Your SEED MAP can also include the local seed resources nearby to you, where birds and other animals may act as vectors to carry the seed to your “weeded” or “regenerating” area.
  • Time Management:- this is a pivotal knowledge point. If you do not have the time to manage your weeds, then perhaps you can look at how your time is managed. Herbicides are often used, due to time shortage. However, they are increasingly energy reliant. Also, naturally occurring cycles of weeds need to be understood, if management is to be successful. The biological and seasonal/yearly timing,  with regard to the overall weed and native seed cycles needs to be understood. Some weeds may stay in the seed bank for a number of years, until the conditions are right for germination. Planning ahead with a good supply of native seed for competition with weed seed germination can be helpful, when the conditions are good for germination events (after rain, seasons, disturbances, flooding etc)
  • Cultivation:- cultivation primarily disturbs soil. This can give the seedbank signals to begin growing. If you know what weed or native seed is in the soil, then once cultivation begins, you can expect that seed to germinate, to some degree (depending on the season, rainfall, temperature, soil conditions and so on)
  • Grazing:- over grazing, overstocking and disturbance by hoofed animals created degraded land. Weeds, if present in the seed bank, can then colonise the disturbed site unless other legumes, pasture grasses and herbaceous native plants are present and resilient in the grazed area.
  • Wildlife:- wildlife often help seedbanks function – they eat and transfer (vector) seed, fruit and other plant material. Birds are an excellent indicator of how successful a weed management program is. A general rule of thumb:- more bird species, the more biodiversity. Wildlife disappears when overly destructive weed management techniques are used. Wildlife can carry both weed and native seed. If you look under a tree or post where birds sit, you will often find seedlings coming up. Some are weeds, some are native. You can help native wildlife by planting native, local plants, and they can help you by bringing in more seed, when they visit the plantings. Nice one, nature!!!
  • Overwhelming:- some weeds, if in their initial colonisation period throughout an area, can be overwhelmed by native plantings. Time is important here, and patience. Shading out, nutrient competition, drought tolerance and native plant survival strategies often allow native plants to prosper where non native plants die. However, weeds, as opportunists, mainly do the overwhelming, in disturbed, non resilient, native remnants.
  • Suppression:- techniques such as mulching, shading, high native plant densities and lack of disturbance can act to suppress weed cycles.
  • Eradication:- this is best done at the initial onset of a weed infestation. This is best done where the weed has only spread to a small area. Eradication, on a larger scale demands strict replanting, resowing, non disturbance follow up practices. It often involves follow up weed seed bank germination for following seasons, and hence, more maintenance.
  • Co-existing:- weeds infest an area and compete successfully, where the native seed bank has diminished or is supressed by the invading weed, cultural practices and disturbance. Co-existing of weeds and native vegetation is prevalent throughout much of Australia. some weeds co-exist so well, that they have become “naturalised”. Many flora and faune co-habit successfully with these weeds. However, co-existence of weeds with natural landscapes can offer a source of further weed spread in surrounding disturbed, non resilient habitats and ecological units.
  • Habitat Enhancement:- at the crux of all weed management should be Habitat Health. The killing of weed vegetation en masse destroys whatever habitat there is, creating stress for our native wildlife and often destroying small surviving native plants that struggle to live with the weeds. Constant mowing, constant spraying, constant traffic and cultivation, constant burning – these things destroy habitat.
  • Life Cycles:- the life cycle of the weed must be fully understood. some weeds have yearly lifecycles (annuals), some are herbaceous perennials (long & short lived), some are long lived woody species (small and large trees). Weed cycles give us an idea how and why they have invaded a disturbed area. Weed vectors such as wind, animals, human traffic, run-off, soil movement need to be understood. Weed propagation and renewal processes need to be understood fully. Where weeds have infested an area to the point of lack of biodiversity of native plants and animals, their growth and regeneration cycles need to be fully appreciated. These areas of widespread, non biodiverse areas of weed are often the target for herbicide use, burning, mowing and other destructive forms of habitat management. The life cycles of native plant species endemic to the area need to be understood fully, before any destruction of the existing weed infestation occurs. Otherwise, if there is no native seed bank to replenish the area, the habitats will suffer short term, and possibly long term.
  • Resilient Areas:- where native vegetation is biodiverse and functioning with fewer weeds. These areas are to be treasured and enhanced. It is from these areas that native fauna help disperse native seed into surrounding weed infested areas. These areas can also be at risk of weed invasion, once disturbed. These areas are at the forefront of the weed infestation line. Spreading the resilient areas outwards, into the weed infested area is recommended. This can be done by either edge weeding (Bradley Method style) or by planting “islands” of similar vegetation comunities nearby, thus creating a chain of native vegetation stands that offer native fauna a refuge, habitat and food source. The native vegetation “islands” become future sources of seed bank, that can then naturally spread further or be used for future plantings of more “islands”.

Now let us look at the PETALS on the government extension offered by the NSW Government for Weed Management:-

  • Slashing
  • Mulching
  • Fire
  • cultivation
  • Reafforestation
  • Biological
  • Flame Weeding
  • Goats
  • Herbicides
  • Land Management – Pasture, grazing, cropping, hygeine, weed identification
  • I should add one more petal as of about 2008 – the use of BULLDOZERS and FORESTRY HEAVY MACHINERY for CLEAR FELLING, as a method of WEED MANAGEMENT. This clear felling includes clearing creek banks down to the water line. Apparently Tweed Shire Council, the NSW and Australian Governments endorse the CLEARFELLING of mature stream bank holding trees along creek systems in the Northern Rivers of NSW.  The photo below shows typical BIOFUEL industry WEED MANAGEMENT. The trees are removed from the creek bank and surrounding flood plain. This is done by bulldozer type heavy machinery.

  • And another petal I have observed over the past years. A method of weed management endorsed by the QLD , NSW and Australian Governments. This is the piling of clear felled vegetation matter into large heaps to be subsequently burnt through the evenings and into the next day or so. This method is employed by the BIOFUEL INDUSTRY in the Northern Rivers of NSW. Farmers in SE QLD and NE NSW also do this. In some instances, these piles are left some weeks before being burnt, but not always.

weed_remnant_vegetation_interface

NATIVE SEED BANKS and WEED SEED BANKS

**Bluecray does not advocate the taking of seed from just anywhere, should you wish to collect native seed for yourself. You can, of course, take the seed from native plants on your own property, however, be mindful that the seed is also part of the functioning ecology in situ. To take from, usually means that you will also have to give back. This is especially true for endangered species and seed that doesn’t germinate easily. Taking this seed may mean a net loss in the overall seed bank, should your seed not germinate, and be wasted.

The interface between a weed area and a native bush area can be very dynamic, and hard to map out. It can change dramatically season by season, and is not something that can have a “line” drawn to show the weed from non weed area. Much of the seed bank is either under the ground, held in the above ground vegetation or growing nearby to be dispersed by wind, water, soil movement, animals and traffic.

Weeds and native plants compete for food, light, space, water. Weeds are often tough, adaptable, both by genotype and phenotype, opportunistic and are very good at renewal of themselves,usually by prolific seeding, suckering, tubering, leaf fall or air layering. Weeds, like some native plants, can produce chemical inhibitors that hinder the germination of other seeds nearby . Weeds method of spread also help them succeed. They often are wind born, but also eaten by animals, transported by water, animals, vehicles, movement of soil and dumping of vegetation “waste”.

Remnant vegetation is disappearing along much of our coastal strip, and also inland. It is becoming fragmented, weed infested and losing resilience.

Resilient remnant vegetation is important to protect. Weeds to not readily invade intact, resilient native remnant vegetation. Weeds invade disturbed landscape situations. The following diagram shows the hard to define line between weeds and remnant vegetation.

weed_remnant_resilient_vegetation_interfaceThe capacity for the remnant vegetation to buffer up against incoming weed populations and spread depends in part, on its resilience. Resilient native remnants have capacity to withstand  opportunistic weed spread, via having enough seed bank and vegetation cover to outcompete the weed. They can  “win” by having reserves of seed, soil cover, niche populations via biodiversity and sheer domination over incoming weed populations by giving little  soil, light, water for the weed to grow. However, once the native vegetation stand loses its resilience, loses its biodiversity, and particularly, once it is disturbed, then weeds can gain a foothold.

Regarding time and space management in the world of weed and remnant vegetation “frontiers”?  Remember, weeds compete with the native stand for the resources of space, light, water and food. The weeds may co-exist with the remnant stand. They may suppress the native stand. They may overwhelm  or strongly compete . They may eradicate the native stand. This can also work the other way. The native vegetation may co-exist, suppress, overwhelm, eradicate or just compete with the weeds.

weed handbook response

##Reference:- (My own experiences:- Many years of varying types of seed bank studies(under and post graduate), native seed collecting, distribution and growing, environmental consulting for Department of Transport and power utilities, Integrated Catchment Committees, landcare groups, liason with organic growing and permaculture communities, foundation teacher and set up for TAFE horticultural studies, Bremer, 2nd paid landcare coordinator in QLD (100,000ha – lower Brisbane Valley and Bremer River- almost twenty years ago), award winning schools project on environmental weeds, training council and groundspersons in pesticide application and safety technology and integrated pest management, numerous habitat restoration and revegetation programs, training Greening Australia staff for native australian grasses educational extension- mid 90′s).

The following excerpt is from “Clearing the Habit of Habitat Clearing” – at Journey for Wisdom in the Land:-

HABITAT
H – for humanity, its history and  its law
A – for Aborigines and their ancestors before
B – biodiversity – to me it spells out “FREE”
i – for the little guy – that means you and me
T – for the teacher that leads us through the land
A – for AUSTRALIANS that learn to understand
T the Trust of wildlife friends living hand in hand

CLEARING
C is for cutting and clearing their land, taking their bedding, dispersing their clan
L is for larsony, looting and lost
E is for Everything in rubbish piles tossed
A is for Arid Lands’ creep from the west, and
R is remorse for failing this test
i is the little guy – that means you and me
N is right NOW. Wake up!!! LOOK and SEE!!!!
G is for Global, Gaia, God, Gift and Ground

Gracious abundance for many times round!!

Incoming Searches: collage on natural vegetation and wildlife, ecology of weed seed bank, natural vegetation and wildlife collage, short poems on biodivercity&forest, seq catchments biodiversity, short poems on biodiversity, methods of mulching, wallum animals and plants, lantana weed diagram labeled, lamington blue cray

]]> http://bluecray.org/education/weeds-biodiversity-and-australias-land-and-water-stewardship-practices-17.11.2009/feed 0 Cross – Cultural Environmental Education and the evolution of Australia’s Cultural Policy http://bluecray.org/advocacy/cross-cultural-environmental-education-and-the-evolution-of-australias-cultural-policy-03.11.2009 http://bluecray.org/advocacy/cross-cultural-environmental-education-and-the-evolution-of-australias-cultural-policy-03.11.2009#comments Mon, 02 Nov 2009 20:57:17 +0000 al http://bluecray.org/?p=3183 ...»»]]> PK_and_the_planner_talk_all_nightMinister for the Environment, Water, Heritage & the Arts, Peter Garrett, has opened a National dialogue on National Cultural Policy (October 2009).  There is both a FORUM for discussion, ideas and comment , and opportunity for making a FORMAL SUBMISSION on our future National Cultural Policy.

The website page at this link:-  http://nationalculturalpolicy.com.au/ , but now appears to be offline (November 2011) This includes (did include)  a short, one page discussion outline. The three key themes for this discussion are

  • keeping culture strong
  • engaging the community
  • powering the young

Bluecray is currently putting together a Formal Submission.  The submission has a largely Environmental Educational and Advocacy agenda.  WHY?

Because  ENVIRONMENT encompasses all. Cultural interactions of our many different communities do not preclude  our diverse and wonderful Environment.

City_life_lismore_ne_nsw_and_heritage_diversity

##Australian Centre for Cultural Environmental Research – “The Australian Centre for Cultural Environmental Research (AUSCCER) is an exciting new research initiative commencing in 2009, funded by the University of Wollongong and the Australian Research Council (ARC).“##

AND SO……………..

ENVIRONMENT gives us the breath of life, the food we eat, the clothes we wear, the energy we use and the waters we share. Our unique Australian Environment  inspires our Art,  Stories, Music, Architecture, Lifestyles and Visions.

Culturally, Australia IS a distinctly diverse continent. Our Heritage is unique & complex – both its social and  natural components.

“Reading the Constitution out Loud”  by Marcia Langton at Meanjin.com.au  .

Cross-Cultural Environmental Education & Australia’s Cultural Policy

Cross-Cultural Environmental Education in Australia does not  only mean Aboriginal cultures interfacing with other non-indigenous cultures. It is about all cultures interfacing, in a pluralistic #(see below) sense. And all Cultures, including Aboriginal CULTURES have stories, art, crafts, foods, plants,  animals and heritage that have woven their way into our unique pluralistic Australian Nation.

However, the Traditional,  long time Custodians of Australia, with their widespread Cultural Heritage, are to be treasured and respected. Our Indigenous Peoples have a UNIQUE HERITAGE and are immensely precious, as is their contribution to our  National Natural and Cultural Heritage.  Within Aboriginal Cultures,  the Environment and the Culture of their country & people are intrinsically linked. This is a basis for Australian Indigenous LAND CLAIMS.

Cross-Cultural Environmental Education has much to offer. Cross-Cultural Environmental Education can show us the way, when it comes to understanding our Land and Water Stewardship processes and responsibilities.

wisdom_in_engineering

Cross-Cultural Environmental Education can help the young in the cities, increasing urban and semi-rural developments,  re connect with natural processes at a fundamental level. It can help awaken a more basic understanding of our Natural Environmental Heritage. It can help foster Regional Environmental Sustainability by facilitating  Cultural activities,  teachings, stories, dance, music and information that help our young choose a way of respect for Nature.

caldera picsEnvironmental Advocacy Collage : CHOICES for Australians

Now, below is the basis of bluecray’s FORMAL SUBMISSION to the Department of the Environment, Heritage, Water & the Arts:-

“TOTEM” based Cross-Cultural Environmental Education at a Catchment, Regional and Local level via the School “House” System.

  • The word “TOTEM”, is used, for lack of any better word. I mean it in a very loose sense here, not in the strict sense of a personal, clan or inherited indigenous TOTEM.
  • The word “TOTEM”  is used to encompass a  practical understanding  and care of a particular LOCALLY or REGIONALLY SIGNIFICANT native plant or animal species or genus. Caring for a specific component of the local natural environment, when commenced in the early formative and schooling years of a child, provides opportunity for that child, when an adult, to more fully grasp the concept of Nature.
  • BY this, I mean a “TOTEM” caring that is integrated into a student’s schooling, through exposure and interaction with teachers, artists, community workers, scientific workers, wildlife and environmental volunteers and experts, cross-cultural educators, musicians, story tellers.
  • A caring that, through continued exposure to an understanding of that “TOTEM” over time, brings with it increased awareness and understanding of the habitat necessary for it’s survival and well being. An understanding, that when carried into adulthood, will foster in many, more informed decision making, as Australian youth become active community members and leaders.

Collages13

Choice of  “TOTEM” could include a particular plant or animal that is currently :-

1. endangered or threatened (at risk) within the area of the school’s “Catchment”. eg Koala, Spotted-tailed Quoll, Powerful Owl, Richmond Birdwing Butterfly – the list can be seen by looking at individual bioregions and their threatened species lists

2. particularly relevant to the  environmental & ecological well being of the catchment area about the school. This includes ecosystem health. I am talking here about a key signature species, that  if looked after, can be instrumental in helping the biodiversity of  habitats, ecological communities and ecosystems naturally occurring within that “Catchment”. This type of list may include frogs, insects, mammals, plants that whilst not threatened under legislation, are still key indicators for health within the school’s region.

3. easily identifiable, able to be learnt about, incorporated into a variety of syllabi content across the schools’ curriculum, as well as in sport and cultural experiential learning programs. This type of list may include more common animals and plants that already have  significance to large groups of people – Koala, Wallaby, Cockatoo, Crow, Python – the list is again very long.

4. specifically identified by Australian Indigenous peoples as an animal or plant that they feel deserves more understanding and respect.

Why Chose a TOTEM based cross-cultural environmental educational approach?

  • To encompass a holistic caring  and Stewardship approach toward a particular native plant and/or animal species  or genus and its HABITAT, through continued and diverse cultural exposure via all types of cross-cultural experiences, at a basic level of an individual’s schooling life.
  • To foster  greater understanding and Stewardship responses in a youth, for when that individual later becomes an active, functioning adult member of the Australian Community at large.

Why chose a School “HOUSE” system by which to deliver such an innovation?

  • I have chosen the school “HOUSE” system as this is often the basis for many activities within a school and one that often unites students on a number of different levels. It can be the basis for group learning, sport, achievement and exchange. It has CONTINUITY. Some schools already use native animal names for their “houses”. For new schools, this is an opportunity to engage Cross-Cultural learning, should their house system be formed about a “TOTEM”.
  • To engage Students, via continuity, throughout a region, catchment or local area. To create a vehicle for an ongoing cultural dialogue,  via cross-cultural learning, with a  “SIGNIFICANT ” animal or plant, ( its history, habitat requirements and interactions, ecological contributions). This can help the students, over time, to more fully appreciate, understand and learn to live with a particular animal and/or plant species or genus.

18-06-2008

Cross-Cultural Environmental Education and the Murray Darling Catchment System:-

Whilst some Australian Schools already have animals, and possible even plants as the “SYMBOL” for their “HOUSE” system, I am suggesting here that this concept can be encouraged Australia wide, especially in a Catchment or Regional context. New Schools could be encouraged to adopt this strategy, as they have less historical ties to other “HOUSE” names and house naming heritage.

However, my main idea, of “TOTEMS” and the School “HOUSE” system has the MURRAY-DARLING Catchment System in mind. This idea could prove to be valuable, culturally and environmentally significant.  I perceive it as workeable for a Cross-Cultural Environmental Education framework, if implemented as a Cross-Cultural Education Innovation along the Catchments of the Murray-Darling Rivers.

And so, in response to the three key themes for a National Cultural Policy

1. Keeping culture strong:-

All types of cultural heritage come under the umbrella of our unique Australian Environmental Heritage that is the setting for future Australian Cultural Exchange.

  • National identity with our native wildlife and landscapes is already very strong, but based mainly on superficial understanding in the way of how to engage in meaningful Land & Water Stewardship.  Cross- Cultural Environmental Education can strengthen our National Identity, whilst keeping our pluralistic cultural identity.
  • To maintain an ongoing dialogue with the country. This has often been associated with Aboriginal use of art and other cultural activities – in the form of painting, singing, dancing, celebrations and  stories.
  • However, as well as Aboriginal Cultural exchange, there other valuable community members who have been practicing land custodians, Land and Water Stewards, Wildlife Carers and Vegetation specialists. Their stories, practical work, art, visions, music, photography, literature and creativity are part of our Cultural Environmental fabric.
  • There are a number of other cultural experiences, concerning our native wildlife and habitats that can also be shared, for heritage purposes, in a “TOTEM” based Environmental Education initiative. For example building and architecture, gardening and landscaping, engineering and earthmoving, farming and livestock management, entertainment and recreational activities. These things all have cultural components in our diverse Australian Culture

2. Engaging the community:-

  • The concept of Totem based Cross-Cultural Environmental Education within schools can be encompassed via ARTS, ENVIRONMENT, HERITAGE and many other forms of CROSS-CULTURAL exchange.
  • As  a Regionalized and Catchment concept, this can only be a good thing, for our future as an environmentally sustainable nation of many identities, all caring for the Country.
  • WATER CATCHMENTS, as a geographical and environmental reality, provide a basis by which localised and Regional cultural identity can be fostered, via linking with native wildlife habitat, and Land and Water Stewardship.
  • Along any particular stretch of an Australian River or Creek System, there is always some animal/plant that needs mentorship, needs more habitat, needs help from threatening processes. In short:- a key signature animal or plant, that can act as an indicator for the Total Catchment Health.
  • If Schools are encouraged to create vision with a “TOTEM” based environmental educational “HOUSE” system, leaving all types of “religious” implications out of it, cross-cultural outreaching may work for well with this  Vision.
  • The word “totem” may work to ostracize some religious groupings,or more orthodox communities. Implementation of  this concept of a “TOTEM” based environmental educational initiative may need to look further into the meaning of the concept “TOTEM” , perhaps coming up with another “WORD” that satisfies the overall general meaning of the word “TOTEM”. It is important not to ostracise people who may be offended by the word, due to religious beliefs.
  • At the heart of this idea of  the  word and concept -  “totem” -  is caring and fostering the future of our Australian Environment. The idea of linking one back to the environment, fostering a more harmonious life with one’s natural heritage. Using a signature animal or plant as a focus for creating environmental wellbeing , at a catchment or regional basis would involve Integrating the Cultural and Cross- Cultural components of Art, Music, Storytelling and Caring.
  • Communities about many schools already have the information, or can locate the information for any number of native wildlife or plants that are undergoing habitat loss or threatening processes:- linkage with that part of the Community and the Student – this is what is important. It is important, in this day of a largely urbanised Australian Identity, to pass on information, using the process of CONTINUITY and a vision of CARE,  for the Land, Water and Habitats of our Natural Heritage. Continuity is important for community.
  • The life cycle of the animal, the environmental and ecological contribution, the local carers experiences,  the science, the art, the stories, the songs etc: –   These, if combined into cohesive education and carried, at an all encompassing level through the School housing system, will engage many young people into understanding their local environment at a basic educational level. It will create opportunity for youth to be part of meaningful cross-cultural exchange via art, environment, sport, education and community.

3. Powering the young:-

  • Vision leads us forward. Cohesion and continuity in the Vision, from elders to the younger creates strength in outcomes. The young, if educated in ways of the environment via cross-cultural exchange, creates a stronger future, and a powerful base for future, cultural discernment, tolerance, understanding and empathy via  many levels.
  • Continuity, especially in times of great change, can be a useful tool. Continuity, with Cultural exchange can provide our Australian youth with practical skills, enhanced by increased awareness and understanding for vision building. This can help the Australian Nation’s young obtain the discernment necessary to help create  an Environmentally Sustainable Future

Some links (whilst not anywhere near exhaustive or comprehensive, these links are to give  you a taste of what is available currently), as an example of  resources for Cross-Cultural Environmental Education:

Negotiating Diversity – A Field Guide to the Convention on Biological Diversity -  and REFERENCES .

Department of Education and Child Development South Australia : there is a great resource library here for teachers, concerning Australian Indigenous Stories

Bangarra Dance Theatre , Laura Aboriginal Dance & Cultural Festival ,  Arts in  Queensland, Stories of the Dreaming at Australian Museum, Koomurri : Australian Aboriginal Dance Connections.

National Sustainability Initiatives at the Australian Government Department of the Environment, Water, Heritage & the Arts. This website page includes links to the related areas of :-  EPBC Reporting, Indicators & Local Agenda 21, as well as to  Ecologically Sustainable Development LINKS .

“Nature and society: anthropological perspectives” By Philippe Descola, Gísli Pálsson (at Australian Library collections) ISBN:  0415132169 (pbk.)

Griffith University : Centre for Public Culture and Ideas – “its central brief is to encourage greater collaboration between these areas, while articulating with contemporary debates in public culture and ideas.”  This centre promotes seminars, public lectures and events.

Queensland Stories : these include – “A collection of 11 digital stories made by Year 11 and 12 Modern History students at Park Ridge State High School. These stories explore the local history of the Park Ridge and Logan areas – from the Indigenous history of the area, to its volunteer organisations and small businesses.”

“How the Murray River was made” a story from the Bangerang Aboriginal Community, as told by Irene Thomas. A story for young children

The etymology of the words culture, cultural, environment and education.

The Ecologically Sustainable Development LINKS page includes :-

  • Conferences and Events
  • Sustainability Networks and Discussion Groups
  • State Government Sites
  • Australian Government Environment Sites
  • Local Government Sites
  • Non-Government Organisations

Environmental Education for a Sustainable Future: National Action Plan
Environment Australia, July 2000 ISBN 0 642 546 665 (9 years on, where are we now?)

**A pedantic note:

In his speech to the National Press Club (27th October 2009), three main themes were identified and outlined by the Minister, Peter Garrett:-

Keeping culture strong, engaging the community and powering **the young.

It is interesting  that the words “Powering the young” were chosen. I would guess, that with the scope of professional bearing that Peter Garrett brings to his portfolio, his understanding of the etymology and definition of the word “POWERING” is enough for him not to make a typographical or ideological mistake with regard to this choice of word.

I, personally, would have preferred to have seen the word “EMPOWERING”.

There IS a difference, you see, although in some contexts the word may be seen as similar.

from Merriam-Webster Online Dictionary – POWERING definition

etymology for POWERING from wiktionary

from the Free Online Dictionary – POWERING definition & EMPOWERING definition

etymology for EMPOWERING from wiktionary

# pluralism – definition

pluralism – etymology (“toleration of  diversity within a state or society“)

Collages21-2The above poem ‘by my’  Crow friend, Benoit, illustrates how simply a totem can explain environmental stewardship.

other bluecray “totem” stories at bluecray blog “Journey for Wisdom in the Land” .

Philosophy LINKS at bluecray.org

Biodiversity LINKS at bluecray.org

Cross-Cultural blog - A blog for students and teachers participating in the Cross-Cultural Rhetoric project. (Stanford University)

Warlpiri Media Association – Central Australian Media – and  PAW Media .

Incoming Searches: environmental collages, crow totem, collage using indigenous materials, etymological meaning of environment, environmental education, crow friend, cross cultural education, cultural collage, collage of endangered animals, cultural environment

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