CDS1000 Community welfare and Development
CDS1000 Community welfare and Development
Assessment Item 2
Project/Program Analysis
Description of key issue and community context
A description of the key issue addressed, and specific project/program designed to address the issue-
A key issue is the lack of evidence about the link between community development training and community practice in the specific context of Australian Indigenous community development.
At Wontulp Bi-Buya College (WBBC) making the link between community development training and the implementation of community development practice, aims to bridge the gap between Indigenous Australians and Torres Strait Islanders and mainstream Australia. The bridge the gap policy aims to address the fundamental divide between the health outcomes and life expectancy of the Aboriginal and Torres Strait Islander peoples of Australia and non-Indigenous Australians.
The specific context of this project refers to the(Context is the information that helps readers accurately interpret the meaning of the text) Certificate III and IV in community development and the way in which it is delivered to Indigenous Australians and Torres Strait Islanders by the WBBC.
It goes on to explain the community development principles that it is using to ensure that its students, the Indigenous and Torres Strait Islander peoples and how these principles specifically assist this targeted group of peoples in community development practice. It further explains that the course is structured specifically for its peoples, (pedagogy) and identifies the importance of social capital, thus achieving community development in practice.
A brief commentary about relevant cultural, economic, political and social factors influencing the issue as presented by the author.
Cultural differences between mainstream Australia and Indigenous Australians and Torres Strait Islanders, Mainstreams understandings are scientific versus mythically, mainstream society is aggressive and in a rush, versus patient, ownership is shared responsibility versus a reward for individual work. There is a fundamental gap between the two societies.
Chief theoretical perspective
Identification of, and justification for, the chief theoretical perspective informing the approach
Indigenous Australians and Torres Strait Islanders peoples do not have a good record in mainstream education. They struggle to understand and keep up. They learn through stories that have come down through elders past. The traditional forms of knowledge are opinions, practice, or customs that come from culture (Winter Spine, (2003). They dont have a nature word for community, however they are all linked to each other and community is a changing location. Therefore, their way of learning needs to be delivered in a way that works for them, not as structured as mainstream education. What one learns, they will share with another, then another and it will reach their wider community and bring them closer.
Community Development Principles
Identification and assessment of (at least three) community development principles applied in the project/program
Empowerment - is the strategy of the WBBC, through their goal is to empower one and then another and another, through critical thinking. Empowerment is a social work theory rooted insocial justice, with a main goal of reducing social inequalities through community building and redistribution of access to power. The basic premise of empowerment is "to change the environment, change yourself" (Van Wormer & Besthorn, pg. 212). WBBC understands this theory and encourages its students to know oneself. Empowering them to become responsible and in turn responsive to the community needs. Leading to an indigenous community that will be better informed and have the ability to manage disease, live healthier and access services, reduce the prevalence of violence, drug and alcohol consumption, that they may not have before.
Pedagogical Approach As already stated the mainstream way of education has not been successful with Indigenous Australians and Torres Strait Islanders. The National Aboriginal and Torres Strait Islander Education Strategy, 2018, principles are to include achieving potential, equity, accountability, cultural recognition, relationships, local approached and quality. Quality being that policies, practices, programs and partnerships are to be inclusive. The WBBCs teaching approach had to be changed to suit its students if they wish to instil in its students, the desire to learn, to be self-directed and thereby empowered. Further, Aboriginal relationships are about kinship, this is how they connect, this is seen as their community and that community isnt just one location, it travels as they travel. Very different to mainstreams interpretation of community. The teachers are part of the community, there is kinship, Cummins, R., Community: Aboriginal Australian Perspectives, Chapter 3, p. 46. Mainstream society has its history in book, written to be saved, Aboriginal history is oral, its a story told, over and over. The pedagogy of WBBC ensures this is taken into account, through sessions of learning and assessments.
Social Capital making connections with others telling their stories, spreading their word, as they can not alone change and improve their society. Being part of the bigger picture also assists in empowering their students. Networking strengthens ones community or mob. Networking engages others. By social capital outcomes therefore,we mean changes in thenatureof theconnections that students havein existingor newsocial networks thatleadtomoreinvolvement in society (Balatti, Black and Falk (2006), p.1
Strengths and weaknesses
Articulation of any strengths and weaknesses of the project (according to you; not just on the opinion of the articles author(s)
The pedagogy of WBBC was developed and designed for its people. They understand that their cultural differences means they needed to find a way to deliver their courses so as to empower their students to want to do more for their community. By doing so they have indeed empowered their students just in the fact that they have and show they understand that their learning needed to be delivered a different way. Learning through stories, through exercise rather than the mainstream way of reading and researching and referencing. Indigenous Australians love the land and with appropriate teaching they can improve their communities.
A conclusion statement on whether the project is effective or not and the reason for the same (according to your understanding of community development).
I believe it was designed to work, as it was developed with their own communities in mind, and the knowledge to be able to structure it the way they required to succeed, unlike mainstream education, it was designed to be culturally appropriate. With different modes of delivery that suit the individuals needs, it provided individual support to students when identified to enable them to complete the course.
It provides flexibility in learning, increasing the likelihood of success. With success come a better and much more informed community and in turn a much healthier and happier society, leading the community development.
On the flip side. Sustainable community development is consequently defined (Dale & Newman., 2012), as development that integrates ecological, social, and economic decision making. So the program at WBBC surely covers the ecological and social part of the above definition by Dale and Newman.
References
Balatti, J., Black, S., & Falk, I. (2006) Reframing adult literacy and numeracy course outcomes: A social capital perspective. Adelaide: National Centre for Vocational Education Research.
Balatti, J., Gargan, L., Goldman, M., Wood, G., & Woodlock, J. (2004). Improving Indigenous completion rates in mainstream TAFE: An action research approach. Adelaide: National Centre for Vocational Education Research.
Dale, A., & Newman, L. (2010). Social capital: A necessary and sufficient condition for sustainable community development? Community Development journal.
Closing the Gap Parliament of Australia (aph.gov.au)Indigenous Education, Mainstream Education and Native Studies: Some considerations when incorporating indigenous pedagogy in Native studies Journal Article, Vol. 27. No 12. Special Issue: Native experiences in the Ivory tower (Winter Sprine, 2003). pp 308.
The Australian Journal of Indigenous education. Volume 30., number 2., Stewart. J. p 14.
National Aboriginal and Torres Strait Islander Education Strategy, 2018. www.educationcouncil.edu.au
