2010HSV Practice Story Analysis
2010HSV Practice Story Analysis
Name:
Student number:
Submission date: October 11th
Word count:
Chosen case study: Seccombe, A (2015) 'Dubais on Country Camp' Case Study, pp 1-5. Unpublished
case study.
Chosen framework:
Consider the context of the case study. Who are the people? Where and why is place important? Critically think about who has the power. What are the structural barriers (think about disadvantage and inequality) in the case study that shape the practitioners community practice approach?
In the case study of Dubais on Country Camp (Seccombe, 2015), the focus is on the Wibjabul
people, who are part of the broader Bunjalung nation. Seccombe (2015) highlights the deep-rooted connection the Wibjabul people have to their ancestral lands, emphasising their role as the original custodians and their commitment to upholding cultural responsibilities tied to their country. Seccombe (2015), further delves into the collaborative efforts of a First Nations practitioner within the Nimbin Bunjalung First Nations community, aiming to facilitate their reconnection to and healing through their ancestral lands. This further extends to the significance of First Nations children having opportunities to reconnect with their cultural heritage, language and community, which have been harmfully impacted by colonisation and the stolen generation. When working with First Nations People it is important to acknowledge that their connection to the country is essential to their overall well-being. To First Nations People country means more than a piece of land. They have a spiritual connection with the people, wildlife, flora, Dreamtime narratives, the land itself, soil, air and water (Butler et al., 2019). Therefore, the reconnection to land is evidently crucial in the healing process for First Nations people.
Within this case study, it is evident that the First Nations community in Nimbin receives limited advocacy, often resulting in their unique needs being overlooked, leaving them marginalised and disempowered. Amber, the practitioner in this case study, is aiming to rebalance the power dynamics in this relationship. This is achieved by observing and actively listening to the First Nations People. The lack of advocacy for First Nations People is observed and it is evident that the First Nations community face disproportionate challenges, including over-policing, a heightened risk of homelessness, overrepresentation within the legal system and increased health disparities, when compared to non-First Nation community members (Morris, 2011). These issues stem from historical structural barriers that have occurred due to colonisation. Consequently, intergenerational trauma and the impact of the stolen generation have contributed to a significant health gap between First Nations People and non-First Nations people (Australian Institute of Health and Welfare, 2022).
What elements of the community development theoretical method (micro mezzo, macro) did the practitioner draw on to shape their practice. Use course material and course literature to support your thinking and discussion. _____________________________________________________________________________________
_____________________________________________________________________________________
What was achieved? What changed for people? What were the outcomes? Consider how the practitioner used the practice framework to shape how they worked alongside people. _____________________________________________________________________________________
_____________________________________________________________________________________
What are your key learnings and why are they important to you? Articulate what you have learnt and why it is important. _____________________________________________________________________________________
_____________________________________________________________________________________
Reference list
Australian Institute of Health and Welfare. (2022).Determinants of health for Indigenous Australians.Retrieved from https://www.aihw.gov.au/reports/australias-health/social-determinants-and-indigenous-health
Seccombe, A. (2015). Dubais on Country Camp. Unpublished. Retrieved from: https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/5bb70f08ac35e/6915177?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Dubais%2520on%2520Country%2520Camp_1_%2520_2_.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200913T210000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIW5OVFIUOTV36DNA%2F20200913%2Fap-southeast-2%2Fs3%2Faws4_request&X-AmzSignature=132e58fa1074aea45573a07ddd02d136ab099ac51e68dfe642683d915744da10Morris, S. (2011). Indigenous constitutional recognition, non-discrimination and equality before the law :Why reform is necessary.Indigenous Law Bulletin, 7(26), 7-14
2010HSV Practice Story Analysis
Name:
Student number:
Submission date: October 11th
Word count:
Chosen case study: Seccombe, A (2015) 'Dubais on Country Camp' Case Study, pp 1-5. Unpublished
case study.
Chosen framework:
Consider the context of the case study. Who are the people? Where and why is place important? Critically think about who has the power. What are the structural barriers (think about disadvantage and inequality) in the case study that shape the practitioners community practice approach?
In the case study of Dubais on Country Camp (Seccombe, 2015), the focus is on the Wibjabul
people, who are part of the broader Bunjalung nation. Seccombe (2015) highlights the deep-rooted connection the Wibjabul people have to their ancestral lands, emphasising their role as the original custodians and their commitment to upholding cultural responsibilities tied to their country. Seccombe (2015), further delves into the collaborative efforts of a First Nations practitioner within the Nimbin Bunjalung First Nations community, aiming to facilitate their reconnection to and healing through their ancestral lands. This further extends to the significance of First Nations children having opportunities to reconnect with their cultural heritage, language and community, which have been harmfully impacted by colonisation and the stolen generation. When working with First Nations People it is important to acknowledge that their connection to the country is essential to their overall well-being. To First Nations People country means more than a piece of land. They have a spiritual connection with the people, wildlife, flora, Dreamtime narratives, the land itself, soil, air and water (Butler et al., 2019). Therefore, the reconnection to land is evidently crucial in the healing process for First Nations people.
Within this case study, it is evident that the First Nations community in Nimbin receives limited advocacy, often resulting in their unique needs being overlooked, leaving them marginalised and disempowered. Amber, the practitioner in this case study, is aiming to rebalance the power dynamics in this relationship. This is achieved by observing and actively listening to the First Nations People. The lack of advocacy for First Nations People is observed and it is evident that the First Nations community face disproportionate challenges, including over-policing, a heightened risk of homelessness, overrepresentation within the legal system and increased health disparities, when compared to non-First Nation community members (Morris, 2011). These issues stem from historical structural barriers that have occurred due to colonisation. Consequently, intergenerational trauma and the impact of the stolen generation have contributed to a significant health gap between First Nations People and non-First Nations people (Australian Institute of Health and Welfare, 2022).
What elements of the community development theoretical method (micro mezzo, macro) did the practitioner draw on to shape their practice. Use course material and course literature to support your thinking and discussion. _____________________________________________________________________________________
_____________________________________________________________________________________
What was achieved? What changed for people? What were the outcomes? Consider how the practitioner used the practice framework to shape how they worked alongside people. _____________________________________________________________________________________
_____________________________________________________________________________________
What are your key learnings and why are they important to you? Articulate what you have learnt and why it is important. _____________________________________________________________________________________
_____________________________________________________________________________________
Reference list
Australian Institute of Health and Welfare. (2022).Determinants of health for Indigenous Australians.Retrieved from https://www.aihw.gov.au/reports/australias-health/social-determinants-and-indigenous-health
Seccombe, A. (2015). Dubais on Country Camp. Unpublished. Retrieved from: https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/5bb70f08ac35e/6915177?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Dubais%2520on%2520Country%2520Camp_1_%2520_2_.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200913T210000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIW5OVFIUOTV36DNA%2F20200913%2Fap-southeast-2%2Fs3%2Faws4_request&X-AmzSignature=132e58fa1074aea45573a07ddd02d136ab099ac51e68dfe642683d915744da10Morris, S. (2011). Indigenous constitutional recognition, non-discrimination and equality before the law :Why reform is necessary.Indigenous Law Bulletin, 7(26), 7-14
2010HSV Practice Story Analysis
Name:
Student number:
Submission date: October 11th
Word count:
Chosen case study: Seccombe, A (2015) 'Dubais on Country Camp' Case Study, pp 1-5. Unpublished
case study.
Chosen framework:
Consider the context of the case study. Who are the people? Where and why is place important? Critically think about who has the power. What are the structural barriers (think about disadvantage and inequality) in the case study that shape the practitioners community practice approach?
In the case study of Dubais on Country Camp (Seccombe, 2015), the focus is on the Wibjabul
people, who are part of the broader Bunjalung nation. Seccombe (2015) highlights the deep-rooted connection the Wibjabul people have to their ancestral lands, emphasising their role as the original custodians and their commitment to upholding cultural responsibilities tied to their country. Seccombe (2015), further delves into the collaborative efforts of a First Nations practitioner within the Nimbin Bunjalung First Nations community, aiming to facilitate their reconnection to and healing through their ancestral lands. This further extends to the significance of First Nations children having opportunities to reconnect with their cultural heritage, language and community, which have been harmfully impacted by colonisation and the stolen generation. When working with First Nations People it is important to acknowledge that their connection to the country is essential to their overall well-being. To First Nations People country means more than a piece of land. They have a spiritual connection with the people, wildlife, flora, Dreamtime narratives, the land itself, soil, air and water (Butler et al., 2019). Therefore, the reconnection to land is evidently crucial in the healing process for First Nations people.
Within this case study, it is evident that the First Nations community in Nimbin receives limited advocacy, often resulting in their unique needs being overlooked, leaving them marginalised and disempowered. Amber, the practitioner in this case study, is aiming to rebalance the power dynamics in this relationship. This is achieved by observing and actively listening to the First Nations People. The lack of advocacy for First Nations People is observed and it is evident that the First Nations community face disproportionate challenges, including over-policing, a heightened risk of homelessness, overrepresentation within the legal system and increased health disparities, when compared to non-First Nation community members (Morris, 2011). These issues stem from historical structural barriers that have occurred due to colonisation. Consequently, intergenerational trauma and the impact of the stolen generation have contributed to a significant health gap between First Nations People and non-First Nations people (Australian Institute of Health and Welfare, 2022).
What elements of the community development theoretical method (micro mezzo, macro) did the practitioner draw on to shape their practice. Use course material and course literature to support your thinking and discussion. _____________________________________________________________________________________
_____________________________________________________________________________________
What was achieved? What changed for people? What were the outcomes? Consider how the practitioner used the practice framework to shape how they worked alongside people. _____________________________________________________________________________________
_____________________________________________________________________________________
What are your key learnings and why are they important to you? Articulate what you have learnt and why it is important. _____________________________________________________________________________________
_____________________________________________________________________________________
Reference list
Australian Institute of Health and Welfare. (2022).Determinants of health for Indigenous Australians.Retrieved from https://www.aihw.gov.au/reports/australias-health/social-determinants-and-indigenous-health
Seccombe, A. (2015). Dubais on Country Camp. Unpublished. Retrieved from: https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/5bb70f08ac35e/6915177?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Dubais%2520on%2520Country%2520Camp_1_%2520_2_.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200913T210000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIW5OVFIUOTV36DNA%2F20200913%2Fap-southeast-2%2Fs3%2Faws4_request&X-AmzSignature=132e58fa1074aea45573a07ddd02d136ab099ac51e68dfe642683d915744da10Morris, S. (2011). Indigenous constitutional recognition, non-discrimination and equality before the law :Why reform is necessary.Indigenous Law Bulletin, 7(26), 7-14
Framework Tool for Practice Story Analysis
A framework is a collection, or a conceptual map of good ideas, that indicate a way forward could and should be done in participatory development. These conceptual maps, understood by development workers as frameworks, just do that they help the worker frame the work. (Kelly & Westoby 2018 p. 16)
Over the course we have used many frameworks to shape how we think and practice in and with communities. The frameworks below represent different approaches to community practice. These practice frameworks assist in shaping our understanding about how practitioners and people in communities can organise their thinking about issues to shape action and intervention. Use the following framework developed by Carmel Daveson to shape your critical analysis of the case study.
Framework
Carmel Daveson
Stages
Stage 1
Initiate a Developmental Relationship with Individual people: 'Listen to the Individual Stories'
Stage 2
Facilitating and Maintaining the Process of Moving the Individual's Private Concern into Public Action
Stage 3:
Fostering and Maintaining the Public Action
Framework taken from article by: Daveson, C. (2000) From private concern to public action. In Culture Matters Magazine. V.1 p.40
Stages Process Analysis and Skills Action & Responses to Moving Forward
Stage 1
Initiate a Developmental Relationship with Individual people: 'Listen to the Individual Stories'
Over a period of time, I heard the concerns of the parents, grandparents, private instrumental teachers and primary school music specialists through my social and musical links with these people. The following comments extracted from some of the individual stories, highlight personal frustration and a sense of powerlessness, as well as the public implications of the stories.
'my children can't learn music - we can't afford a musical instrument';
'surely there is another way for children to make music other than learning the traditional way we did, when we were children';
'I want my children to have a love of music, but our school doesn't have any instruments to borrow'; Initially when I heard the stories I asked myself:
What is happening here and why?
Why are so many people concerned?
How is this issue relating to the wider society?
How is it impacting on individuals (both adults and children), the wider community and indeed a range of structures?
How can things be different?
As I heard the stories, I began to ask people if they were interested in meeting with other people to see what could be done to change things. Every single person, who raised the issue, knew at least one other person who shared his or her concern. A number of individuals were interested in meeting with others who shared their concern.
Stage 2
Facilitating and Maintaining the Process of Moving the Individual's Private Concern into Public Action
Some of the steps I used to facilitate the movement of the private concern into public action were:
1. Ensuring that when I listened to each individual person, he/she no longer felt they were on his or her own with the issue.
2. Assessing a person's readiness to be involved in a public process.
3. Confirming with that person that he/she was ready to link with another person.
4. Reaching mutual agreements on what actions we would take and when we would get back together again to review our actions: in other words, developing a small action plan.
5. Ensuring that the first small gathering was 'owned' by a small number of people and not just myself as the unpaid worker.
Building relationships of developmental nature.
Using dialogue as a way to hear for peoples willingness to come together.
People deciding themselves as to how they want to come together.
Holding my agenda lightly.
The first small gathering was 'owned' by a small number of people and not just myself as the unpaid worker.
Stage 3:
Fostering and Maintaining the Public Action
During this 'wider public process' stage I supported the group by:
Working with them to establish an environment of trust, in which people could listen and identify the shared tasks,
Helping the group establish meeting locations, mailing lists
Helping the group connect to the broader community - 'who else knows about this issue?'
Keeping contacts alive either by phone or face to face
Helping the group locate and access resources
Ensuring the group had information to plan action
Deciding on mutual goals
Facilitating decisions on strategies
Encouraging the evaluation of the positives and negatives of actions taken
Supporting the needs of individuals and the group
Encouraging the group to acknowledge, respect and address diversity and differences of opinions
The process of telling the stories, getting to know the people and the issue, and building the group is very important. These horizontal relationships between people who share the concern are the energy and resource for action. Ann Ingamells (unpub. article)
Throughout the whole process, people gained knowledge and skills, which enhanced the confidence of both the individuals and the group as a whole. This is an outcome of attending to the three-fold principles of participation, consciousness-raising and empowerment.
3316140476250060978874762500Movement from Private Concern to Public Action
