Bluecray.org » stories http://bluecray.org Environmental Advocacy Mon, 06 Feb 2012 01:00:13 +0000 en hourly 1 http://wordpress.org/?v=3.3.1 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.

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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, cross cultural education, cultural collage, crow friend, pic of modernage public school biodiversity, cultural environment

]]> http://bluecray.org/advocacy/cross-cultural-environmental-education-and-the-evolution-of-australias-cultural-policy-03.11.2009/feed 0 Myths for a Modern Age Part 2 http://bluecray.org/philosophy/myths-for-a-modern-age-part-2-28.09.2009 http://bluecray.org/philosophy/myths-for-a-modern-age-part-2-28.09.2009#comments Mon, 28 Sep 2009 08:01:29 +0000 al http://bluecray.org/?p=2170 ...»»]]> Bluecray.org has now reached it’s 1 1/2 year mark since its first venturing into cyberspace. For those users of  bluecray.org, Wisdom in the Land and A Balance of Faeries, I  hope that you have found some useful resources on the sites.**

33Astrological Stories and Myths for a Modern Age – at Wisdom in the Land .

As the creative director of bluecray, I would like to tell you more about myself and my journey for  Wisdom in the Land. I gained a Bachelor of Applied Science, majoring in natural landscape management,  plant strategies for survival, roadside vegetation management and habitat restoration, relating in particular to human activities and their interactions with natural landscapes, mid ’80′s.

After that?  Post graduate work in Aboriginal education, pesticide application technology & safety,  landscape architecture. I was also  teaching and coordinating community environmental activites, sitting on advisory committees and creating innovative community projects with others (as well as a rather exhausting stint at environmental activism). Finally I came to these realisations:-

  • Many young people today have much information thrown at them via the media, corporate hype, political rhetoric and peer pressure. To simply live within the parameters of  nature’s balances is a hard task for many.
  • Our sustained myths about what is required for a full and meaningful life is based on economic propagandas and social expectations. These myths actively foster consumerism and hedonistic behaviours at the expense of the planet’s health, biodiversity resilience and dynamic life processes.
  • To live a simple life in a sharing and loving way is not honoured by our leaders of society and industry. Our children are being fed stories that there is a value and righteousness in striving for wealth of property, possessions and personal power.

Archetypal “demons” abound and simple grace has been swept out our humble abode’s door to be replaced with a multiplicity of sociopathic obsessive drives to “own”, “control”, “deny” and “destroy”.
Science and industry have basically reeled us in hook line and sinker. And as they reel us in, we bring with us a sad, toxic mess of waste, poison, useless possessions, extinct species and destroyed habitats. This coats us all.
Our collective focus is on destruction (be it often in the name of healing and “growth”) instead of joy, love, sharing and caring for our children’s future – their country, their skies, their waterways.

Industry and corporate greed has a face, so carefully hidden,  that it is a sick secret, chronically denied by wealthy “corporate and political” gamesmanship.

illusion_tweed_coast

Have  compassion here for those less fortunate – those people who are dragging us into extinction – those people who, at the expense of biodiverse health, spend their life weaving more and more denial into their complex lifestyles as their ego slowly eats up their spiritual credibility and worth.
Individual champions who work , often without realising it, to alert us to these issues and who have lived simple spiritually worthy lives are few and far between.  Mostly, we follow blindly, falling prey to that human condition so well known to many Australians -
“she’ll be right, mate”.
Well, “SHE” is NOT right. “SHE” is very sick. The parallel of the collective earth to the individual human health condition is astounding.

  • Our irrational minds, bent on extremities of lust, hate, greed, glory and imbalance are as extreme as the weather patterns that  greet each day. All the while our precious blue earth turns in space.

Individual responsibility has packed it’s bags and gone on holiday to that beautiful River flowing through Eqypt -  whilst corporate and political responsibility frantically creates more holiday destinations for our ego’s diversion.
Yet each day,  the world turns. Each day, I see in the life outside my door incredible beauty, complex balances and eons old life forces trying to recreate themselves with the best tools they have – adaption, resourcefulness, grace and steady tenaciousness.
Sometimes  -   Grace, that powerful gift from our one true GOD is not enough.
Sometimes, we must go further than Grace. We must stand our ground, walk our talk and summon reality with it’s consequences to that great tribunal, TIME.
And sometimes, TIME’s tribunal catches up with US.

collageThe Sea, Belongil Beach, Byron Bay, Time and then…….?

Well, TIME always catches up – as it is an ever present constant in our human condition here in on our dear blue planet.
And time, my friends, whilst one of the biggest illusions of all, is there to show us exactly who we are.
It is a great mirror in a hall of mirrors, and every frame of existence is there, for all to see.
And whilst we, the great masters of humanity move “forward”, time is there from beginning to end.
To echo the words of John Keel, “the universe does not exist as we think it exists, and we don’t exist as we think we exist”
Much of my life I have been gifted with visions. Travelling beyond time, through the eons I have  watched many events and processes, both past , present and future. I have been beckoned by both the “devil’s” gifts of abundance and “God’s” gifts of abundance. I KNOW that love is the pathway, always through time, no matter how painful it may seem at the time. LOVE is the only healing measure that works. And Abundance ?- it comes from within and shines outwards.

Compassion comes from God and works through us. It is one of God’s greatest gifts to us, if only we can unwrap this precious gift and share it with ALL.  Remorse, self acceptance and the hard yards of love yield an eternity of bliss. Disdain, denial, the easier yards of hate driven anger and our ego’s thoughtless actions yield an eternity of suffering and torment. Choice, through our free will, comes to us through our stories. The stories we play in our head, the stories we hear from each other.

Choice through LOVE and innocence, comes straight from God. The choice to adorn ourselves in the same clothing that our rich “emperor’s wear,  cut for them by those deceiving “taylors”, is up to our free will. Our innocence, nurtured by love allows us to move beyond the idea of any choice and instead, walk hand in hand with God.

and… folks, just a few more photos to look at:- the bottom right one is of an environmental weeds workshop I conducted with some year 7 students back in the early nineties, in Ipswich, SE Qld. Back then, the Dept. of Environment & Heritage had only just started to compile Environmental Weeds lists and strategies for management. Climate change was not even a “buzz” word and yet many many people were aware of species extinctions, habitat threats etc. Vegetation surveys were scarce and development, which was running rife,  was known to be threatening the Koalas of the SE QLD region by many people, yet little was being done to help the Koalas. Developers and government officials largely ignored the plight of Australian wildlife, and whilst there were  dedicated “on the ground workers” and environmental campaigners, politics, corporate greed, corruption and deceit was the order of the day. How much has changed? I’ll leave that to you to tell the story.

DSC00973DSC06277DSC03995DSC01711

**(From my stats figures, I gather that quite a few people use them as a  study resource to find further information on environmental, astrological and in particular habitat care issues.)

Incoming Searches: wallum animals

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