About - Course Outline

Purpose

This staff development package is produced by the CRC Tropical Savannas (CRCTS) responding to the professional development needs of people employed in natural and cultural resource management (NCRM) who need to engage with Indigenous communities, landowners and resource managers.

The emphasis is on personal development and practical change. The course builds on and extends understandings, at times confirming, at times challenging, and at times critiquing the practices of natural and cultural resource management (NCRM). Put another way, using the simple but powerful idea that by seeing things differently and thinking differently about them we can act differently. In so doing we can reshape our practice in the complex and contested terrain of NCRM, and contribute to improving outcomes for Indigenous peoples and the NCRM agencies and organisations that represent and support them.

Rationale

Some of the most difficult and controversial challenges in the field of NCRM surround the relationships between NCRM and Indigenous peoples. As acknowledgement and acceptance of Indigenous rights and interests and their knowledge, skills and understandings in NCRM gathers some traction in legal, bureaucratic, community and corporate circles, important challenges emerge for professionals in this field. Marcus Lane explains:

Tensions between Indigenous peoples and modern nation-states take a number of forms, but few are as frequent or seemingly intractable as contests over control and access to land and resources. Indigenous claims to land and assertions of resource sovereignty contradict the presumption of state sovereignty and come into conflict with a range of other resource claimants (Howitt et al 1996). In recent decades, Indigenous land claims and political strategies aimed at land justice, resource sovereignty, and community security have become a central feature of Australian natural resource policy debates and the politics of environmentalism more generally. For Indigenous peoples, these claims reflect the centrality of land to their culture and religion, as well as to their aspirations for self-determination and economic sufficiency (Lane 2002, p 828).

In the NCRM field there are many examples of productive, mutually respectful and beneficial relationships between NCRM agencies and organisations and indigenous communities, land owners and managers. Regrettably, despite considerable, often extensive cross-cultural training, many relationships exhibit frustration, confusion, misunderstanding and at times hostility. The results are well known – goodwill erodes, knowledge exchange is impaired, resources (human, cultural and financial) are wasted and Indigenous aspirations are thwarted. On a broader scale, the NCRM agenda of sustaining biologically diverse systems and healthy landscapes that promote social, economic and ecological sustainability and well-being is diminished.

This course adopts the rationale that: by critically examining the socio-cultural and political contexts; by reviewing and reflecting on previous and current experience; by careful consideration of the views of those who work in the field about what works and why; and by exploring Indigenous perspectives, the professional development of NCRM practitioners can be enhanced. This can be done in ways that recognize and understand that the field is often controversial and contested. Issues of ecological and economic sustainability intersect with those of social and cultural sustainability and are overlaid by concerns for justice and reconciliation for and with Indigenous Australians.

Who is the course designed for

• Natural and cultural resource management agency staff
  - Government agencies (national parks, marine parks,
  fisheries etc.)
  - Indigenous (land and sea management agencies,
  Land Councils)
• Research organisations (CRCs, CSIRO, Universities)
• Conservation NGOs (ACF, Environment Centres etc.)
• Industry (mining, fishing, tourism, consulting)
• Undergraduate and masters students (CDU, other Australian and overseas unis)
• School teachers (NT and other)
• And other interested individuals

Course outcomes

Participants will:

• Develop an understanding of culture – its diversity, multiplicity and role in human societies – and its role in resource management
• Develop an understanding of the place of land, sea and natural and cultural resources in Indigenous societies
• Have an opportunity to interact with and learn from Indigenous people involved in environmental and resource management
• Identify and understand the range, style and context of programs and projects where Indigenous people are involved in NCRM
• Acquire and develop skills to communicate and interact with Indigenous communities in culturally respectful and appropriate ways
• Develop an understanding of historical, cultural, social, economic and political issues surrounding the use and management of natural and cultural resources
• Explore the dimensions of personal and institutional change that could contribute to rethinking the practice of NCRM and improving professional practice
  

Structure

The staff development course is comprised of:

• A self-directed exploration of selected texts and web-based resources
• A workshop at Charles Darwin University in Darwin including interaction with the Larrakia people and their NCRM agenda

Articulation with Higher Education courses

Completion of the staff development package followed by a structured project may result in a 10 credit point unit at 3 rd, 4 th, or 5 th year level.

The details of credit in Charles Darwin University courses is under development.

The University unit comprises the above plus:

• A supervised action research project.

Learning appraoch

The course employs the following flexible learning strategies:

1. A web-based format
2. Guided self-directed study of text and web-based resources
3. An ongoing online discussion forum between participants
4. A workshop involving an interactive encounter with an Indigenous community and their NCRM agenda

The learning focus is on

• sharing experiences and knowledge
  (two-way learning process)
• open, honest, symmetrical communication
• valuing learner’s experiences
• improving practice

The course commits to the following principles

• Emphasis on Indigenous voices
  (presentations, resources, visiting country)
• Demonstrable benefit to Indigenous communities and individuals
  (financial, learning experiences, access to information)
• Control and sanction of Indigenous knowledge by relevant Indigenous authority
• Ongoing post-learning networking
• Contribution to changes in institutional policies and practices
• Avoidance of supposedly ‘right’ or formulaic ‘answers’ for all contexts

Texts

Baker, R., Davies, J., & Young, E. (2001). Working on Country: Contemporary Indigenous Management of Australia's Lands and Coastal Regions. Melbourne: Oxford University Press.

Howitt, R. (2001). Rethinking Resource Management: Justice, Sustainability and Indigenous Peoples. London: Routledge.

From the point of view of professional practice, this is a thought-provoking and challenging text which offers a theoretical framework to see, think and act differently. Howitt argues resource management is currently ‘utilitarian, reductionist, technocratic and market driven’ and if it is to consider critical human values of social justice, ecological sustainability, economic equity and cultural diversity, it needs rethinking. The text uses case studies to argue for a reconstituted professional literacy. This is a set text for participants undertaking the course as part of a higher education unit.

Acknowledgements

The Improving Cross Cultural Engagement staff development package was made possible through funding from the Tropical Savannas Cooperative Research Centre as part of the Indigenous alliances program. The project was conducted by the Learning Research Group, Charles Darwin University.

The Improving Cross Cultural Engagement project group

Steering group:

Mr Joe Morrison
NAILSMA Coordinator, Tropical Savannas CRC

Dr Allan Arnott
Director, Learning Research Group, School of Education, CDU

Ms Ruth Wallace
Learning Research Group, School of Education, CDU

Mr Greg Wearne
Learning Research Group, School of Education, CDU

Dr Lesley Instone
Academic Consultant, Teaching and Learning Development Group, CDU

Course writers

Greg Wearne (Dip Agric, B Ed, M Ed (Admin), Grad Dip Sp Ed, TTTC)

Greg has extensive teaching, instructing, training, lecturing, course development, management and research experience in education across secondary, TAFE and tertiary sectors in Victoria, ACT and the NT and in natural and cultural resource management in Victoria and the NT. In education he is a former principal with the NT Department Education Employment and Training and Lecturer in Education at CDU. In NCRM he is a former Wildlife Management Officer with the then Fisheries and Wildlife Department in Victoria, Adjunct Associate Professor with the Centre for Indigenous Natural and Cultural Resource Management at the Charles Darwin University and foundation Executive and Training Officer with the Dhimurru Land Management Aboriginal Corporation. He currently has consultancy, business and farming interests in Victoria and continues research and consultancy with the Learning Research Group in the Faculty of Science, Information Technology and Science at CDU.

Contact : PO Box 2767, Allansford, 3277 , Vic; 0355651899 home; O438651899 mobile; Wearne2@datafast.net.au

Lesley Instone (BA, M Env Sci, PhD)

Lesley Instone is an educational designer with experience in online education, curriculum design, innovative pedagogical practices, and community education. As well, she is an experienced university teacher and researcher, working at the intersection of environmental studies, cultural studies and cultural geographies of nature.

Administrative support

Lalitha Nair, Faculty of Education, Health and Science, CDU

Web design

Ray Jalil, Web and multimedia developer, CDU

Art work

Thank you

The following people have contributed to the development of this course, offering their time and expertise with goodwill and encouragement. This demonstrates clearly the spirit of collaboration and cooperation is alive and well among those working in the field of Indigenous resource management.

Allan Arnott, Director, Learning Research Group, CDU
Bruce Angus, NSW TAFE
Barry Coombs, Indigenous Strategy Coordinator, Parks Victoria
Ben Hoffman, CSIRO, Darwin
Benjamin Wearne, DSE, Victoria
Bill Risk, Larrakia Elder
Colin Leigh, Team Leader, Indigenous Coordination, Parks Victoria
Dermot Smyth, Environmental Consultant, Smyth & Bahrdt Consultants
Djalalingba Yunupingu Gumatj Elder
Earle Cleaver, Indigenous Coordinator, DSE
Glen Wightman, Parks and Wildlife NT
Gordon Duff, CEO, Tropical Savannas CRC
Ian Falk Chair of Rural and Remote Education, Charles Darwin University
Joe Morrison, Coordinator, Land and Sea Management, Tropical Savannas CRC
Jonathan Wearne, Glenelg Hopkins Catchment Management Authority
Jonetani Rika, Yirrkala and Laynhapuy Homelands Community Adviser
Kelvin Costello, Chairman, Larrakia Development Corporation
Larry Kanoe, Indigenous Facilitator, DSE
Leon White, Principal, Yirrkala School, NT
Linda Ford Lecturer School of Education and Rak Mak Mak Elder check
Lionel Harradine , Chairperson Framlingham Aboriginal Trust
Lisa Binge, Project Officer, Tropical Savannas CRC
Mandaka Marika Senior Ranger Dhimurru, Rirratjingu Elder
Mandawuy Yunupingu, Yothu Yindi Deputy Chair and Gumatj Elder
Margaret Ayre, Indigenous Coordination Section, National Oceans Office
Mark Ashley Northern Land Council, NT
Matt Campbell, Lecturer in NCRM, SAIKS, CDU
Mowalan Marika, Dhimurru Ranger
Michael Christie, Associate Professor, School of Education, CDU
Michael Storrs Northern Land Council, NT
Nami White, Mangalili clan leader
Neil Martin, Community Development Adviser, Framlingham Aboriginal Trust
Paul Josif Northern Land Council, NT
Peter Rennick, Senior Planner, Parks Victoria
Denis Rose, CEO Winda Mara Aboriginal Corporation
Peter Whitehead, Theme 3 Leader, Tropical Savannas CRC
Philip Wise, Parks and Wildlife NT
Richard Howitt, Macquarie University, NSW
Ruth Wallace, Research Manager, School of Education, CDU
Sonia Smallacombe, Head of School, SAIKS, CDU
Steve Roeger, Executive Officer, Dhimurru
Tui Crumpen, Indigenous Facilitator, DSE
Walawirritja Yunupingu Senior Cultural Adviser Dhimurru