The game of "Cultural Bingo" relaxes the group and establishes rapport amongst participants. It gets people used to the idea of speaking up and introduces key concepts. It can also be used as a classroom activity.
When the group is seated again briefly call for feedback. Any surprises? Who in the group has...?
Take home message - diversity of experiences within the group.
This activity identifies expectations and skills of group members and sets `ground rules' for workshop such as maximum participation and respect for all points of view. It is optional and best done in the first session of a workshop series.
This activity challenges our perceptions and explores the concept of culture. It encourages participants to develop cultural awareness by examining values and attitudes through discussion rather than giving neat definitions or answers to particular cultural issues.
Cultural Perceptions of the Marine and Coastal Environment
The aim of this section is to highlight the historical contribution of migrants to shaping the development of coastal communities and the way in which we use marine and coastal resources in Australia.
Present a mini-lecture on the history of coastal settlement and use
of marine resources using Reading 1 which
discusses the primary role of ports and harbours in the settlement of
Australian coastal towns, and the development of a multicultural society.
Case Study - Multicultural Broome and the Pearling trade
Give an outline of the history of Broome and the pearling trade using Resource 4.
Optional: Show exerts from the video Ted Egan's This Land Australia: Broome and the Pearl Coast, which shows original film footage of divers in full dress and a song written in homage to Japanese migrants in the pearling trade.
Group discussion - how could we use Broome in a teaching situation? Call for ideas and write them up on the wall.
Take-home message - ethnic communities have made significant contribution
to development of coastal communities and the way we use marine resources.
Broome is just one example; all coastal towns are migrant centres and
will have their own story to tell.
Wake-up activity - habitat scramble
This game re-energizes participants and breaks participants into three groups for the next activity. It is a variation of musical chairs. Begin with participants seated in a u-shape or semicircle. Go around the group and assign each person one of three animal names (eg. crab, penguin, octopus, or any local marine species). Give each animal a signature sound and corresponding arm movement. (this is the facilitators chance to be creative!) Run through a couple of times with participants repeating the sound / movement of their species. Ask one person to stand in the centre and remove their chair from the circle. This represents habitat loss (eg. marina development, sewage out fall, or a local issue). When you call out an animal name, all members of that species must stand up and run to an empty habitat. The one who is left in the middle loses out and gets to call out the next animal name. Game is easily adaptable to local issues or for the classroom.
The aim of this activity is to appreciate how culture and personal experience shape our perceptions of the marine and coastal environment. It identifies different uses of the coast and explores the notion of `Australian beach culture'.
Some contemporary authors describe Australia as a nation clinging to the fringe of a harsh dry continent. The coastal strip that supports 90% of the population is a kind of symbolic `verandah' from which we look out toward the sea. The beach itself is our refuge from an inhospitable land, a place of sensual delights and personal renewal. Lead a short discussion on the role of the beach in Australian society.
What kind of images do you associate with `Australian beach culture'? Are these images inclusive of multicultural Australia? Do you think the notion of `Australian beach culture' is culturally biased?
Divide the group into three based on animal names from the wake up activity.
Hand out Resources 5, 6 and 7, giving one activity to each group. Ask
groups to discuss the questions in relation to the stories and using their
own experiences. Each group must chose their own form of expression to
communicate these stories to the other groups. Each group then `reports
back' using role play, dramatization, drawing etc.
At the end of the activity refer to the Coast Action poster. What uses of the coast are depicted? Write list on the wall. Which sectors of the community do you think might normally participate in these activities (think about age, economic status and cultural background)? From the work you have just done, can you think of other activities or images that could be included in the picture?
drawing out local diversity - look closely and it will be there
This is an opportunity for members of local ethnic communities to share their experiences with the group. It is a process of cultural exchange so time should be allocated for questions and discussion at the end. The choice of what to talk about is up to the speaker, but suggested themes might include :
During the planning phase you will get to know what is appropriate for them to discuss. Be clear about what you expect but above all be flexible. Their contribution may not conform to your original agenda but if it comes from the heart it will be deeply affecting for all involved.
Application to Teaching Practice
This activity uses case studies to illustrate successful strategies for involving people from non-English speaking background in environmental education and management.
Present a mini-lecture based on Reading
3 which outlines the case studies of Greening Humes Cultural
Program, the Vietnamese Fisheries Education Project and the Inner Western
Region Migrant Resource Centres Cultural Perception of the Coast
B. Strategies for Accessing NESB
Ask participants to spend a few minutes reflecting on :
Distribute Resource 13 evaluation sheet and ask participants to return to facilitator before they leave.