Creating the Scallywags Vision

What changed and how

The Issue or Desire

Learning Circle 6 inspired the Coordinator of Scallywags Children’s service, in Derby, to support children’s cultural knowledge and language through contact with Elders in the community.

Scallywags Children’s Service wanted to develop more culturally responsive practices by inviting Indigenous community Elders from Jalmadanga, near Derby, to tell stories to the children at the centre.

These were the areas identified to strengthen:
1. ways to make transition times less stressed.
2. ways for staff to work more as a team.
3. ways to have more cultural activities.

Update: June 2008-February 2009

The centre has received training from various sources over the past year, which has been difficult to implement due to disharmony among staff. Over a period of time staff moral deteriorated, which impacted on service delivery, quality of the program, and parent confidence.

Scallywags undertook a review, facilitated by CSSU, to determine an action plan for strengthening the service in particular areas. These included:
• Redirecting children’s behaviour
• Programming
This could be delivered through one-off training or through on the floor mentoring and role modelling for staff. Support and mentoring for coordinator was also noted.


Actions Taken

CCC consultant Heather Lawrence contacted the coordinator and offered a Learning Intensive over the next three months that could support the learning and changes the Centre wished to make.

Noelene accepted the offer with the proviso that they were not forced to do things they did not feel they were ready to take on.

Noelene shared her concerns about taking things slowly both for her staff and for herself. She described her arrival in Derby and taking up the role of Coordinator of the Scallywags (the Derby Shire Council funded centre) as being such a big learning curve.

Noelene shared: ”Before I came to Derby I had never met an Aboriginal person. It never occurred to me how much I would have to learn about other cultural ways
and that there were more things I could do in the program. I feel so ready for it now but it has taken some time and I don’t want to force my staff to take it on if they are not ready.”

There was an agreement between Noelene and Heather to take it slowly and to find out what things the staff wanted to change and what things they would like to learn more about before the first learning intensive.

Staff reported that the things they wanted to do were:

1. Learn ways to make transition times less stressed.
2. Learn ways for staff to work more as a team.
3. Find ways to have more cultural activities.

The first learning Intensive was held between the 11th June- 14th June.

Over three days and two evenings, staff came together to discuss the key principles they wished to underpin the practices in their daily experiences in the centre. Staff felt strongly that they want Scallywags to be a happy place where families can feel supported.

Noelene wants families to feel they can come for coffee and stay on if they need and that children are happy and stress - free each day. Maddy, an Indigenous staff, expressed her desire for the children to go outside more often and to do more cultural activities. Another Indigenous staff, Jo, said she wanted things to run more smoothly at transition times and to get along with all staff members.

Staff chose priorities from the qualities they wanted to work on with the children.
Their first decision was to find ways for children to be included in transition times, to develop independence and to work together with adults. Ideas such as children washing down tables, sweeping up, setting the table and collecting their own lunch.
All these things were tried the next day and since then Noelene reports that they have made lots of changes.

They are especially thrilled with the decision to have multi-age groups and to open the indoor-outdoor area. Staff believe these changes have led to everyone feeling more calm. Noelene was pleased to report that the parents have commented how happy and relaxed everyone is. Noelene has encouraged Maddy to think of activities for NAIDOC week.

Maddy has asked her father to come to make Dugong and Turtle soup for the children. She has also asked if she can make a fire pit to make Damper.Jo has also contributed a new idea for a change to the program that she feels will help to contribute to the children’s learning.

Noelene is thrilled that the children have remembered the songs and practices that Heather modelled for stress free transition times. She reported that all the staff have remembered and are using these techniques feeling so much happier.

Outcomes
1.Staff implementing changes as planned in the Intensive program.

2. Using music to support stress free transitions

3 Noelene has asked for more ideas about music and process for transition times.

4. Maddy, an Indigenous staff member has begun to participate with ideas that bring an Indigenous perspective. She has asked her father to come to cook, and plans for him to make an oven in the ground to make damper for all the children.

5. Staff contributing to ideas for change and feeling more confident to try things out.

6. Staff excited bout next Intensive program. They have asked Heather to teach them how to make paper with the children.

7. Staff will travel to Learning Circle 7 with Heather. They are very excited to go on country with Heather.



The next steps

On the 25th July Heather will spend the day with the staff again and a Professional Development meeting in the evening. This will be followed by a journey to Wangkajungka Community for Learning Circle 7 that will take place on Country.
Staff at Scallywags are looking forward to this journey for additional learning and inspiration for changes at Scallywags.

Siobhan Cassan from Kimberley Language and Resource Centre has offered to make contacts with Elders in Derby who could help Scallywags to achieve the changes and support Indigenous language and stories in the curriculum. Siobhan will come to the next learning circle and continue the plans with Noelene and staff from Scallywags.

Tracking the change, tracking the learning

Who were the people involved?

Noelene Heywood: Coordinator, Scallywags Children's Centre
Lyn Bush: Scallywags childcare staff
Maddy Morrison: Scallywags childcare staff
Jo Morgan. Scallywags childcare
Heather Lawrence: CCC Consultant.
Siobhan Cassan: Kimberley Language and Resource Centre.

What needed to be challenged?

Respectful interactions between children and staff
Respectful Interactions between staff
Responsive practices with children in the curriculum
Ideas and possibilities for change in the curriculum to include Indigenous perspectives including languages and stories

What made a difference?
Developing shared principles and philosophy with staff members
Development of trust in the work and in the training
Confidence through leadership of coordinator to try out new ideas
Support for the coordinator to feel confident in her desire for change and her choice of small incremental steps

What did we in the CCC project do?
Heather made contact with the Coordinator on the 30th May, 2008.

Heather contacted Siobhan Cassan to enquire about ways the Kimberley Language and Resource Centre could support the contact with Elders in Derby to support Scallywags.

First learning Intensive Wednesday 11th, 12th 13th June.

Heather met with Siobhan Cassan for meeting in Derby to discuss support for Scallywags.

Siobhan has offered to come to a learning intensive in the future. Will discuss this at Learning Circle 7.

Phone calls made.
17th June- Reflections on the learning circle with Coordinator and Maddy.
8th July - Reflection on changes made to date,
9th July - Reflections and checking on data for the report.

Timeline of events

30th May first contact made after Learning Circle.

Learning Intensive: 11th- 12th 13th June. 2008

Phone calls 17th June, 8th July, 9th July.

Useful links for finding funding and building skills

Data sources

Raw data notes from learning intensive program
Records of telephone calls

Recovering Stories in Walmajarri and Wangkatjungka Languages

What changed and how

The Issue or Desire

Learning circle participants are concerned that:

• Children are failing in schools.
• Children need to develop a strong sense of identity.
• Children need to know who they are, who they are related to and their links to family and country.
• Learning circle participants want traditional languages and cultural knowledge to be included in the curriculum in early years education and schools.

The Request

To find documented and archived stories in Walmajarri and Wangkatjungka languages that people from the community would consider important stories to be told in early childhood education. Olive Knight felt that these stories could be documented for a curriculum and passed on to the school to inspire the school to find stories that would be relevant for older children.

Actions Taken

3/3/08 After Learning Circle 5, Heather sought the advice of Siobhan Cassan from the Kimberely Language and Resource Centre regarding the processes involved in finding documented stories. Siobhan suggested that a request be made of Olive Knight as to whether she could remember which languages had been archived.Heather explained that the purpose of this request was to recover stories that are in languages and contextual for the children living in Wangkatjungka and the surrounds.

7/3/08 Heather asked Olive Knight if she could remember and identify who and which languages have been archived. Olive suggested to look for Walmajarri and Wangkatjungka languages first and then she would look at what was found.

10/3/08 Heather contacted the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) and made initial request to search audio transcripts from the Audiovisual Unit archives for dreaming stories, animal stories and about country and seasons. The staff from AIATSIS said they would send a report with some materials. The report would contain information on the status of each piece of recorded story (for example, what is restricted, what needs permission from the Land council, what needs permission from the original source).

28/3/08 A second request was made through phone calls. The access officer explained that this was an unusual request. Normally, if people asked for stories she would advise them to look for published chidren's story books from the library.

What needed to be challenged/ reflected upon?

Assumptions about core curriculum components in Indigenous settings for young children

These included issues such as:
• What should be included in curriculum on a daily basis
• On what basis decisions are made to include or exclude aspects of a curriculum
• What might a proper preschool curriculum include for Indigenous children and communities
• Thoughts and fears about what and how recorded dreaming stories could be found and recovered
• What kinds of processes and protocols need to be followed and respected

What made a difference?

Request for support to find stories by Olive Knight

Olive requested Heather to investigate if any stories could be found. Heather consulted Learning Circle 5 participants if they thought this would help identify more content for a culturally responsive curriculum. The participants agreed that this was a worthwhile project to do. Siobhan Cassan from Kimberley Language Resource Centre (KLRC) offered support in locating stories. Although Siobhan could only offer minimal support as KLRC is not funded for this type of work, she assured us of her willingness to help.

This highlights the difficulty faced by Indigenous people to find and take ownership of their stories and knowledge that have been archived over many years by linguists, anthropologists and others. The staff at Kimberley Language and Resource Centre find it frustrating that they are unable to support people in recovering such materials with ease. Siobhan has suggested that this excercise will highlight the frustration and the difficulty faced by people wanting to locate and use materials archived in the past.

Heather contacted IATSIS and requested to the community access officer at AIATSIS audio visual unit

The community access officer said that their staff would search archives and send a report. Some materials are readily accessable from AIATSIS but if more detailed information is needed the Land Council of the particular community would need to be contacted for permission.

Outcomes

8/4/2008 A report was sent from AIATSIS. Two lists of archived materials sent with more than 50 hours of audio material covering a broad range of material in Walmajarri and Wangkatjungka languages including stories and other interviews with people. The reports were sent to Olive Knight for review. Siobhan Cassan received a copy of the report. Siobhan offered to edit the long list to make the job of scanning for relevant and useful material easier for Olive.

8/5/08 Siobhan returned the list to Heather, with material removed that might not be relevant for the project. The edited list was sent to Olive.

14/5/08 Olive was contacted to establish if she still wanted to work on the transcripts. Heather was aware that this was a big job and that Olive had many responsibilities in the community and in her job as a school Community Liaison Officer. Heather checked with Olive to see if there was any other support she needed. Olive reassured Heather that this was important work and that she enjoyed transcribing the material. (Olive is an Accredited translator). Heather suggested that she had another look at the list and perhaps choose one transcript to begin with. Heather and Olive agreed to discuss the outcomes at the following visit to Wangkatjungka. Heather informed Siobhan that the material has been sent to Olive. Siobhan offered to contact Olive to provide any needed assistance.

Fitzroy Crosing Students Paving Their Own Way in Early Childhood

What changed and how

The Issue or Desire

• It was identified at Learning Circle 2 held in Fitzroy Crossing that communities in the Fitzroy Valley required Child Care Qualifications to be able to develop and operate their own child care services.
• Students asked where they could obtain funding to buy hand washing and cleaning materials to use at play group.
• TAFE students asked for the seeds from the paw paws the TAFE lecturer had bought over from Broome for morning tea. There are only a few fruit trees in Fitzroy Crossing. The students wanted to grow the seeds at home.

Actions Taken

Child Care Qualification

Discussion amongst Fitzroy women and a TAFE lecturer during a learning circle at Fitzroy in March 2007 culminated in some of the women indicating they would like to undertake child care training at Kimberley TAFE. Fortunately, the TAFE board was able to respond immediately and worked with the women to organise enrolment into Certificate III in Children’s Services. It was agreed that the TAFE delivery would take the form of one- week blocks once a month. It was of great benefit to the TAFE children’s services program to build student numbers in this way.

The lecturer who would deliver the training contacted the potential participants via telephone or road mail to confirm attendance and to provide dates for the first learning block. It was agreed that the lecturer would pick up the students from their communities and transport them to the learning area.

The learning area was provided by the Fitzroy Crossing Early Learning Centre which was closed for business at the time due to qualified staffing issues. This venue proved quite suitable as students often brought their children to class and a child- friendly environment was needed. This location was used for the first two blocks of study and assimilated an early childhood setting to facilitate practical experience. This proved useful due to the absence of model venues for practical placements in the area.

The students are currently able to demonstrate their learning at each block. On days that the children were absent, the students concentrated on looking at theory and working on written tasks. The women’s confidence in writing is currently growing.

The students have been exploring telling 'identity' stories in the Learning Circles. This important teaching and learning exercise has now been included in the Children’s Services course. The students are also enrolled in a short course called Introduction to Traditional Art. The course provides opportunities for creativity and for expressing cultural knowledge. The students utilize materials provided by TAFE to paint and write cultural stories for teaching children about identity, health and well-being.


The teaching faculty at TAFE has been in communication with the state-funded South Metropolitan Youth Link. This organisation delivers short children’s services courses in the Fitzroy Crossing area. It may be possible to credit some of the course with SMYL to the TAFE course so the women could complete the course quicker. It is envisaged that the course could take 2 years to complete.

Teaching Resources

The students and TAFE lecturer discussed the possibilities of teaching the children about growing food plants while at playgroup.

The TAFE lecturer asked the horticultural manager at TAFE (Broome campus) if the women at Bayulu Community could have some paw paw and banana plants to grow with the children at their own homes.

In class, the students developed a program for playgroup, which included:

• Cultural stories from students painting
• Miniature play
• Water play
• blocks
• Hand washing
• Supporting children to prepare morning tea (bread and spreads, paw paw and banana)
• Discussion with children about fruit growing cycle
• Students took plants home to plant with children in the garden

The students asked to get cleaning supplies so the children could wash their hands before eating at playgroup and at the SRA breakfast program.

During TAFE, the students considered how they could get the supplies needed to provide this learning for the children. Some suggestions:

• Cultural Health
• Children’s Services Officer (CSO), Department for Communities (The women were unaware of this department and the potential support available).

Marninwarntikurra Playgroup agreed to write an interim grant submission to Cultural Health in Fitzroy Crossing to get the hand washing, food preparation and cleaning supplies, as the students were keen to get started. The play group leaders said they would include all the communities they visit in the application.

The CSO suggested an Early Years activity grant.

Outcomes

Five blocks of studies have been delivered in Fitzroy Crossing. There is an increase in enrollment - from 8 to 12.

TAFE offers a flexible delivery and incorporate student needs. To be able to bring their children is one of those needs.

Increased student literacy as evidenced by the quality of the written assessments presented. There is also a marked improvement in the students' contribution to the classroom discussion as the relationship between students and lecturer becomes stronger and more trusting.

The valuing of their cultural knowledge is a key factor in the growth of students' confidence.

Students have produced a number of art pieces and stories, which they are keen to publish. TAFE will work with the learning circle team to achieve this objective.

The TAFE teaching staff are also working closely with the Marninwarntikura mobile playgroup coordinators and students to establish a playgroup at the Bayulu community. Both TAFE and the mobile play group focus on learning from the natural world which is consistent with Indigenous perspectives.

The students have planned the program for the first playgroup which includes routines for children which support the development of self- help skills and understanding their need to stay healthy. Students will support children in preparing morning tea. Students will also present puzzles, stories and paintings prepared during study blocks.

The TAFE lecturer recently used the learning circle bush meeting in July 2007 as an opportunity to further explore the students' learning journey. Working in this collaborative way means there is consistency between the content that is explored in the learning circle and the TAFE course.

TAFE also work with the Fitzroy Crossing Early Learning Centre staff since they have employed a coordinator. The service has admitted three TAFE students and provided traineeships for them.

One student from Junjuwa seems to be dropping out. There are issues involving alcohol affecting participation and also because she is the only student from her community. Bayulu and Wangkatjunka students have demonstrated competencies in 2 units during their practical placement at Fitzroy Valley Early Learning Centre and at playgroup in their respective communities.

Marninwarntikurra mobile playgroups have sent an application to Cultural Health for some supplies for communities to get started.

Wangkatjungka and Bayulu students (during TAFE classes) have written grant applications to Early Years to request funding for more specific equipment including a small fridge for Wangkatjungka. The application will provide supplies for at least 1 year.

Women included plastic adult sized chairs in their application for use of elders when they visit . Hose and fittings were also requested to enable access to water for hand washing. The Bayulu women requested a tap for the playgroup park area.

Bayulu women will use the equipment and knowledge in other SRA programs in the community, for example, breakfast program for school children and CDEP workers' lunch group as they have the same volunteers and share the same space.

In both Wankatjungka and Buyulu communities, there was much desire to get the plants I bought and the paw paw seeds which were intended for play group use.The TAFE students took the plants for children to plant. Many people in the community are enthusiastic about growing fruit trees.

The TAFE lecturer has spoken to horticulturists about the enthusiasm of community members to grow trees in their own gardens. The traditional way to support communities by the government has been to establish communal gardens, where a few people are responsible for the growing, nurturing and harvesting of produce. If those people responsible leave the community or for other reasons quit, then the whole community is seen to have failed.

It seems worth documenting people’s personal success in growing fruit in their own yards rather than having a large communal garden project fail time and again with every new government initiative.



The next steps

TAFE aims to continue to respond respectfully to community needs. Delivery of Certificate III in children’s services, and the development of playgroups in communities is a response to identified desires to create change.

Delivery will combine a mixture of classroom sessions and on the ground practical experience. Communities will have the added bonus of developing their own services from their own cultural perspective as well as gaining knowledge and qualifications from TAFE.

TAFE lecturers will continue to reflect on practices and ways to improve, using action research model. They will encourage services and students to learn in this way also.

TAFE have had success in the past when they have worked closely with services to maximise students' learning and to support the development of the child care service.

TAFE lecturer visited the student from Junjuwa. Student agreed to ask other women from the community to meet one afternoon when the TAFE lecturer was in town at the Murra Murra child care centre (not currently running). We hope to run a play group there and for the women to enrol in a shorter course (non accredited)

The Wangkatjunka and Bayulu communities are keen to improve their existing facilities or start an application to get their own premises. Air-conditioned premises are important and necessary for the extremely hot wet season (November –March).

Plan to speak to Karrayili about supporting another application through the Adult Literacy program. TAFE can ask CSO to visit Bayulu community to support application and explain requirements. The application will also require comprehensive consultation with the whole community, including children. The project coordinators could support the consultation process.

TAFE will continue to work in a holistic way to support the development of the community’s children’s services through cultural understandings and to contextualise TAFE certificate III in Children’s Services.

Continue dialogues with TAFE horticulturists about supporting smaller family gardens first before larger ones. Consult with communities about what they think might work best. Horticulturists at TAFE also propagate bush foods and are interested in investing in a project to grow and harvest these for industry within communities.

Continue gardening theme in TAFE and playgroup. TAFE could provide willing community members disposable cameras to document the process involved in growing fruit trees.

Tracking the change, tracking the learning

Who were the people involved?

- Kimberley TAFE-Broome
- Kimberley TAFE -Derby
- Bayulu women: Ann Yaloot, Lisa Smith, April Jones, Rebecca Smith, Marilyn Cook, Deanne Yaloot,
- Junjuwwa community: Kymica Oscar, June Oscar
- Fitzroy Valley Early Learning Centre: Belinda Collard, Michelle May
- Wangkajanka community: Olive Knight, Delaney Cox, Noelia Jack
- 8-Mile community: Robyn Shaw, Kallarney Munday
- Marninwarntikura Womens Resource centre: June Oscar, Shaha Bin Sulaiman, Lisa Capewell
- Child, carer & country project team
- Karrayili Adult Learning Centre

What needed to be challenged?

• Students needed to be assured that the delivery of the training would be tailored to suit their needs and learning styles.
• Finding suitable TAFE lecturer to support an increasing demand for delivery in the West Kimberley
• Find a venue to learn in
• Transport
• Availability of accommodation for visiting lecturer during busy tourist season
• TAFE wanted to keep the Junjuwa student engaged. Needing to find another way to support her

Updated: September-December 2007CSO had not developed a relationship with Bayulu Community. Bayulu Community women had never heard of a Children’s Services Officer. New CSO has also indicated Bayulu community is not on her list because they don’t have a registered child care service.

What made a difference?

• The timing was right, even though many tragedies affected participation at times.
• Commitment from participants.
• Finding an extra lecturer to join the children's services team.
• The learning circle bringing people together; relationships between TAFE lecturers and community women being established.
• Fitzroy Crossing Early Learning Centre staff offering use of their centre.
• Karrayili currently renting space for TAFE.
• TAFE being able to provide transport to students.
• TAFE lecturers' consistent contact with all students kept people motivated.

Updated: September-December 2007

The new CSO is willing to meet and support Bayulu Community and support the development of a service. She is willing to participate in the learning circles and to be a part of a more effective network.

Broome campus of TAFE has a horticultural section and was willing to support the initiative of the students by providing fruit trees for planting.

TAFE lecturer was willing to do extra work to get trees picked up and delivered to students in their respective communities and to respond to initiatives/requests to enable students to proceed as they want and as appropriate.

Reasons for delays

When TAFE was invited to Fitzroy Crossing to deliver training to 8-Mile community and Junjuwa community completion was unsuccessful because:

After the lecturer commenced the orientation process in 2006, she was notified by the coordinator of Junjuwa community that there had been a number of deaths/suicides and that it was not a good time to undertake study.

8-Mile community later cancelled their training saying that SMYL had come to the community and offered free training. The Coordinator also said that the Children’s Services Officer from the then Department for Community Development had told the students that they were "not smart enough" to do the TAFE course. The 8-Mile community also told this story to the CCC project and was very displeased because no one from SMYL showed up to deliver the training.

Updated: September-December 2007

Work loads delayed the application written by Marninwarntikura to Cultural Health for cleaning materials.

The CSO officer also was delayed in delivering the application to the TAFE lecturer as she was often travelling away in her job.

TAFE lecturer supported students from Wangkatjunka and Bayulu Communities to write an application for hygiene products as well as chairs to encourage elders to stay and participate.

What did we in the CCC project do?

The project facilitated learning circles, which fostered a safe and comfortable environment where people's aspirations could be identified and responded to

Ongoing support through teleconferencing and learning circles.

Professional development

TAFE lecturer Quote (Liz Thomas):

The Learning Circles have provided valuable opportunities for women from Derby, Broome, Baylu, Eight mile, Junuwa and Fitzroy to come together and discuss their goals and aspirations for their communities with various local agencies and TAFE WA, Broome campus. From a TAFE point of view the learning circle has proved to be an excellent opportunity to build relationships and ascertain the training needs of the some of the women in these Communities.

It has been very useful for TAFE lecturers to participate in the Learning Circles. Lecturers have been very inspired by the process Melbourne University used to work with the women during the learning circles. The learning journey has centred on the importance of language and building identity through the process of story telling. The project has invited the use of traditional painting and drawing to encourage the women to express their stories, culture and their knowledge. Following these learning circles the TAFE lecturer has provided similar opportunities for the women to relate their stories during the TAFE sessions on children’s health and well being.

This action research project is an important opportunity for TAFE lecturers to document their work with Indigenous students and critically reflect on their practice and theory with lecturers from Melbourne University. Given the deeply complex challenges faced by Communities in the Western Kimberley. TAFE lecturers have benefited from being able to discuss these complex issues and challenges with such experienced and insightful educators.

Updated: September-December 2007

Ongoing telephone link up and the project supported TAFE lecturers to attend CEIEC annual conference and also present paper on work in Fitzroy Crossing.

CEIEC worked closely with TAFE and have provided a video camera to document change in the communities. The project also provides journal articles, resources and communication support as required.

Timeline of events

May 2006

Initial contact with Fitzroy Crossing Communities for orientation to course.

March 2007
Learning circle in Fitzroy Crossing. Fitzroy Valley required Child Care Qualifications to develop/operate their own child care services.

TAFE was notified by the coordinator of Junjuwa community that there had been a number of deaths/suicides and that it was not a good time to undertake study.

8-Mile community later cancelled their training saying that SMYL had come to the community and offered free training. The Coordinator also said that the Children’s Services Officer from the then Department for Community Development had told the students that they were "not smart enough" to do the TAFE course.

April 2007
Communication between TAFE and communities to establish a time of delivery.

May 2007
First study block delivered.
The 8-Mile community told the CCC project that the children’s services officer said the TAFE course was too hard for them to do and that they should do the course with SMYL. The community lost a year of potential training time.

June 2007
Second Block delivered.
Introduced Introdustion to the Traditional Art.

July 2007
Third Block delivered.
Mobile play group commenced and collaboration with TAFE and came to a class to meet.

August 2007
Fourth Block delivered.
Students decided to start playgroup up and asked Mobile play group to help.
TAFE lecturer got agreement to try another way to get participation from the student from Junjuwa. The student will try to rally other mothers to join a play group session in September.

September 2007
Fifth Block of Study delivered.
First play group on the 22 September at Bayulu.
First Play Group at Murra Mura in Junjuwa is proposed.


Updated: September-December 2007

November 2007
Sixth Block of study delivered.
Students questioned how they would be able to implement health and hygiene practices without the materials needed in their community.

Request to Marninwarntikura to help write interim submission for products for basic cleaning and personal hygiene.

Requested CSO officer to help with long term application.

TAFE colleagues communicate about potential for gardening program.

December 2007
Marninwarntikura sent application to Cultural Health.
TAFE students completed application for Early Years grant.

Useful links for finding funding and building skills

Data sources

- Kimberley TAFE-Broome
- Marninwarntikura Women’s Resource Centre
- CCC data files.
- Department for Communities
- Cultural Health Fitzroy Crossing

Marninwarntikura Mobile Playgroup

What changed and how

The Issue or Desire
The mobile playgroup has not operated in the Fitzroy Valley since it was funded by FACSIA in 2004. Funding was allocated to Marninwarntikura Women’s Resource Centre, Fitzroy Crossing, in 2006. The CEO of Marninwarntikura wanted to recruit local women to establish the mobile play group service. It was deemed that recruiting locally might address the issues of accommodation shortage and the need for coordinators who are local language speakers to be involved in developing playgroups.

Actions Taken

Through Learning Circle, two women were identified as potential play leaders -Shaha Bin Sulaiman and Lisa Capewell. The women had both completed Diploma in Children’s Services and had operated the mobile playgroup attached to Jalygurr-Guwan MACS in Broome.

The Children, Carer & Country (CCC) project coordinators worked with the CEO of Marninwarntikura and the potential playgroup coordinators to negotiate a way to employ the women (on a short term contract) to set up a mobile service, recruit local women and then train them into the playgroup coordinator positions.

The CCC project coordinators assisted with budget development for the mobile playgroup and drafting a written proposal to FaCSIA as the CEO was unfamiliar with operations of children’s services programs.

Outcomes
The women agreed to set up, operate and recruit staff for the mobile service, within a six-month time frame. Their contract commenced in August 2007 and finished in February 2008. The women were contracted as co-coordinators as they had equal experience, training and workload.

The coordinators prepared an operational budget, developed policies and procedures, purchased equipment and mapped a consultation plan.The women delivered a mobile playgroup service to 12 communities in and around Fitzroy Crossing.

The next steps

Who were the people involved

• Marninwarntikura Women’s Resource Centre
• Fitzroy Valley Early Learning Centre
• Kimberley TAFE, Broome
• Communities involved in the consultation (47)
• Children, Carer & Country Project Coordinator
• Bayulu Community (first playgroup)
• Wangkatjungka Community

What needed to be challenged?

Skills and confidence
Recruiting local playgroup leaders was initially unsuccessful as people with the appropriate skills and training were not identified. The mobile playgroup has not operated in Marninwarntikura since it was funded in 2004 due to lack of qualified staff.

The newly trained women, employed from Broome, needed confidence in setting up a children’s service.

Accommodation
Accommodation was not available at the start. The CEO allocated a house (planned for another program) to be used by the mobile playgroup when the two coordinators began the program.

Trust
Many young women were unwilling to participate in programs the communities were offering. Gaining trust from local people takes time.
Significant outcomes were difficult to achieve in short term projects.
The mobile coordinators noted that some women mentioned their partners did not lwant them to go to play group or other women’s groups.

April Jones, Ann Yaloot, Vicki Hynam, Shaha Bin Sullaiman
Yarning after play group at Bayulu Community

Ann Yaloot telling a story of two snakes, her own composition

Crisis
The expectations of the organisation (Marninwarntikura) on attending organisational training as well as training identified by a strategic task force in Fitzroy Crossing, aiming to address social issues in the town, conflicted with the mobile program goals. There was a lot of training to do, which is good in one sense, but it made it hard to be consistent in your core business. It was good to be included in the ‘big picture’, but it was overwhelming sometimes. People blamed Marninwarntikura for getting the ‘good grog’ (full strength) cut off, so we got abused a lot. (Shaha)

Communication
Communication was a constant barrier in developing and delivering the program. Often the phones in the communities were out of order, sometimes due to electrical storms, particularly in the wet season… sometimes we’d drive all the way out to a community over 200km away and no one would be there. If there was a funeral or some other business on, then people would leave. They have no way to contact you. (Shaha)

Distances
Travel was challenging for the mobile playgroup and the large number of communities in the Fitzroy Valley are too many to service. This raised equity and access issues for the coordinators.

The most distant community the coordinators serviced was Millajidee in one direction and Yilyi in the other direction. Both communities are over 200km away. This means that at least 440km per day may be travelled. The area needing servicing is unrealistic. Lisa and I worked out that from Monday to Thursday we travel over 1200kms to and from work. (Shaha)

Transport
Transport was also identified as challenging. Most people in Fitzroy Crossing didn’t own vehicles. Service providers and taxis were the main means of transport. Some communities own a bus and or a troop carrier, which services the whole community.

The mobile service coordinators were often called upon to transport elders, community or committee members to meetings or functions. This was seen as a part of their role in the organisation. Transporting people was time consuming and interferes with service deliver. Transporting people is expected because there are so few vehicles. People in communities needed lifts into town to go to hospital appointment, Centrelink or court. People needed a lot of help with reading letters sent to them. Letters worry people because they don’t understand them. (Shaha)

Governance
Governance is hard to enforce in an organisation when people are related to each other. Governance training is not enforced in organisations where staff turnover is high.
Absentees from work impacted on all programs at Marninwarntikura. There were no relief staff to fall back on. Often the Mobile Coordinators would fill other positions within the organisation, such as reception, for example. Absentees were often due to ‘sorry business’ in the case of a death.

Grief
In the case of a death, many or most people are affected throughout the Fitzroy Valley. Deaths were frequent in Fitzroy Crossing. According to Shaha and Lisa, there were incidents of 3 suicides and 1 attempted suicide happening in less than a week at one stage.

Dealing with constant grief was identified by Shaha and Lisa as the most challenging and the greatest barrier in delivering their mobile service. Three weeks after the mobile coordinators moved to Fitzroy Crossing, they were involved in a tragedy (out of work hours) where a child drowned. The coordinators were not responsible for the care of the child nor did they know him. The women were unable to revive the child as he had already passed away when he was found.

Lisa and I talked about this a lot, trying to come to terms with what we‘d experienced…you never get over your grief before a new tragedy happens…I felt bitter about the drowning. Nothing could have prepared us for the issues and grief people experience every day of their lives here. (Shaha)

It strained our relationship (the drowning); we were working, living and grieving together. We couldn’t help each other…I lost my confidence…you never get a break from the emotional turmoil. (Lisa)

People don’t have skills to deal with emergencies…No first aid training… People are afraid to take responsibility because they don’t want to be held responsible for a tragedy…when the little boy drowned, everyone was blaming everyone…I wanted people to learn first aid. (Shaha)

Social Issues
Another impacting issue in Fitzroy Crossing and Fitzroy Valley, which affects all aspects of life and all services delivered, is alcoholism. The recent coronial inquiry conducted into deaths in Fitzroy Crossing were alcohol related.

Hunger
In some communities, people came to play group because they were hungry.
It wasn’t everyone’s motivation for coming, but some people were hungry (Shaha).

Heat
The hot climate in September to April (often in the low to mid 40s) prevented people from coming out out of their houses to join the playgroup.

Shaha and Lisa playing a game of elastics with children from Bayulu Community

This was a November day and the temperature was 43 degrees Celsius

What made a difference?

Relevant experience

Both women were newly trained (Diploma of Children’s Services) through Kimberley TAFE, Broome. The women had worked together in the mobile out reach program in Broome for Jalygurr-Guwan MAC service. The women were energetic, enthusiastic and held appropriate experience in the Indigenous sector.

The women have received professional development opportunities and mentoring in their previous employment with the MAC service and as students at Kimberley TAFE, Broome.


Support network, observing local protocols

At the inception of the Children, Carer and Country Project, the mobile coordinators became active members of the learning circle. They have been involved in the circle from the beginning. The women were conversant with critical theory and worked within an action research framework.

The women both identified as being Indigenous and had family connections in the area or had previous lived in Fitzroy Crossing. Yarning about family and country is considered important in establishing relationships. (Shaha Bin Sulaiman).

Initial consultation with communities was difficult as staff members from the resource centre were not always available to introduce the new Coordinators to chairpersons or representatives in communities. The Coordinators felt it appropriate and respectful to be introduced into a community by a local Indigenous person.

It was great when we had Cissy Nugget come with us because she knew everyone, but she had her own job to do so couldn’t come all the time (Shaha).

The TAFE Children’s Services lecturer; Vicki Hynam, invited the mobile service coordinators to meet children’s services students during a block study in Fitzroy Crossing.

Bayulu Community students were willing to launch their first playgroup in their community. A meeting between Mobile service, TAFE and the students, resulted in a program, and promotional materials developed.

Wangkatjunka and Bayulu communities have a regular commitment to playgroup, with a reasonable participation. Many children come after school to Bayulu for a Wednesday afternoon session.

Managing what you can

The mobile coordinators agreed to deliver their service to 12 communities that seemed willing to participate in establishing a play group for young children.

The CCC project coordinators mentored and supported the mobile coordinators in their critical reflections .

Alcohol reform
After the restrictions on the sale of take away, full strength beer and mixed drinks in Fitzroy Crossing, we observed changes in the communities. You could see a difference in the community. Children seemed to be playing out in the parks more. The number of women in the women’s shelter dropped and we noticed a significant reduction in suicides (Shaha).

June Oscar CEO Marninwarntikura reported attending 50 funerals in a year.
Reflection
Regular contact between the mobile coordinators and TAFE lecturers Vicki Hynam and Liz Thomas helped with reflective practices and identifying appropriate support mechanisms for grief counselling. Marninwarntikura also provided counselling.

The former mobile coordinators reflected on their experience, on the whole, as being profound. They reported that relationships with children and families were strong and their memories of them will stay with them forever.

Many people in Fitzroy Crossing and outlying communities are strong and resilient, despite many disadvantages compared with other Kimberley towns, and the impact of social issues. I want everyone to know that it was a wonderful experience for us as well. (Shaha)

The Bayulu Team

Lisa Capewell, Lisa Smith, Shaha Bin Sulaiman & Ann Yaloot in front
Pictured after the first Playgroup at Bayulu Community

Reasons for delays

The mobile playgroup coordinators developed policies and procedures that would serve as guidelines for future coordinators. A consultation process was carried out with all communities to design a program and delivery strategy. Unfortunately, many communities they visited at the time were unavailable to speak with the coordinators because of ‘sorry business.’

Communication, transportation, sorry business, confidence, heat, distances and organisational goals all contributed to the delays in setting up the mobile service and delivering consistently. These barriers still exist.

What did we in the CCC project do?

The CCC project coordinators mentored and supported the mobile coordinators by engaging them in critical reflection. Regular contact was provided to the mobile coordinators as well as to the Marninwarntikura CEO and other staff. The project helped develop budgets, letters and policies relevant to the development and running of the mobile playgroup service.

The CCC coordinators initiated the first playgroup session at Bayulu to support and help build hte confidence of the mobile coordinators.

The project provided resources and equipment to support play experiences for young children. The playgroup coordinators requested natural resources, which were better suited to Indigenous communities.

The Coordinator of CCC in Broome drove the women to Fitzroy Crossing to begin their work.

The Coordinator of CCC wrote a letter to support the liquor ban.

Timeline of events
March 2007
Positions advertised in local newspapers

July 2007
The Mobile Playgroup began operating.
Community visits have taken place and protocols set up for other Communities in the Fitzroy Valley.

November-December 2007
The mobile coordinators advertise their positions.

February 2008
Interviewed and inducted two trainees.
New Coordinators commenced
Shaha returned to Fitzroy Crossing to provide two week- training and to introduce new coordinators to communities
New coordinators attended the 5th learning Circle and linked in with local women from communities.

March 2008
New coordinators enrolled in Certificate III in children’s services
Linked with Fitzroy Valley Early Learning Centre for mutual support


Useful links for finding funding and building skills

Data sources

www.lotterywest.wa.gov.au/grant

Vehicles and equipment for early childhood services can be applied for through Lotterywest.

The Grog Book: Maggie Bradley - source through the Health Departments in each state

Bayulu Women's Bus Application to Lotterywest

What changed and how

The Issue or Desire
The Bayulu women attended the first action learning circle in October 2006, where they identified their desire to have a bus to carry them to course and activities in Fitzroy Crossing for women, as well as attend funerals and other cultural events.

At this time the community bus was not running, however even when it was, the women didn't necessarily have access to it for their activities.

Actions Taken
• We called Kimberley Aged Care & Community (KACC), which auspices the Home and Community Care (HAC) programs in communities, to get a sense of the transport issues in the West Kimberley. The Project Manager confirmed that transport is an issue throughout the Kimberley. The organisation has carried out a study and supplied a copy of the document to the FaCSIA Project. The Project Manager has since joined the CCC Learning Circle.


• The Bayulu women were willing to learn to write an application to Lotterywest to get the bus they wanted.

• We approached Karrayili Adult Learning centre about the possibility of teaching the women the skills required to achieve this. They agreed it could be possible, however, identified some potential problems with the women getting a bus. For example; some people may be resentful of a group of women getting a vehicle for their own purposes. The Bayulu women felt this would not be an issue.

• The project coordinators visited the chairperson in the community, who indicated that it was good that the women were doing this for themselves. The women indicated that visiting the chairperson in person was very respectful.

• The project sought advice from the Marninwarntikura Women's Resource Centre about protocols to follow, resulting in writing to the chairperson outlining the projects involvement with the women. A face-to-face meeting was also arranged, where permission was given for the women to pursue the bus project and also to participate in certificate III in children's services with TAFE. The meeting resulted in setting a commencement date for the submission-writing course, which was the following week. The women nominated to come two mornings per week.

• Recently, the Bayulu women said that more women were involved in the submission writing and more women wanted to come to TAFE. The attendance at Karrayili went from 5 to 10 participants. TAFE registered two extra students from Bayulu community, going from 4 to 6. When the TAFE course is delivered for 1 week each month it overlaps with the submission-writing course. The women have delegated who will attend each course to ensure participation. One of the issues that had been identified by the women, at 2 of the circles, was that they wanted more help from other women in the community. It is apparent that this is beginning to happen.

• The Karrayili lecturer and project coordinators have discussed the possibility of videoing some of the application as it is useful for people receiving it to get a picture of the group applying and their intention. It is also a good way to express the reasons for wanting the bus.

• In a meeting last week (Sept 2007) with the Indigenous Coordinating Committeee (ICC), Vicki Hynam explained the bus project to staff, who were excited about the women learning to write the submission. This apparently has been a difficulty for ICC in being able to provide funding in some cases. ICC said that they have to find someone to write the application on behalf of a community or help write it themselves. We discussed speaking to Derby TAFE about setting up a similar course. Ngunga Women's Group, based in Derby, who are also Circle participants are interested in sending child care staff to learn the skills of submission writing.

Outcomes

• The lecturer at Karrayili has reported that the older women in the group have developed much confidence since starting. Some had never sat at a computer before and were quite afraid. The women seem to be enjoying the experience now. Other skills developed:
• Letter writing to source information pertaining to their funding.
• Writing to organisations to ask for referees
• Gathering quotes
• Computing
• Working in a team
• Planning & problem solving
• Understanding organisational structures
• Writing policies and procedures
• Filling out forms

• Reported by the lecturer also was that not one organisation the women wrote to responded to the request to be a referee for the bus submission.
• It is envisaged that the submission-writing course will take 4 months to complete and then another 3-4 months for a reply from Lotterywest. (Lotterywest will fast track some applications if a strong enough letter of request is written).
• Currently the women at Bayulu have to be picked up by Karrayili and TAFE to attend courses in Fitzroy Crossing.
• Another outcome is Karrayili and Broome TAFE are forming a relationship for the benefit of the students. Vicky Hynam delivers her course to students at the Karrayili campus, where the women are comfortable and contact between the 2 RTOs is mutually beneficial.

The next steps

• Previously, some of the women had completed a driving course offered through Karrayili, and can therefore drive a bus when the time comes. Some women were not able to get their driving license because they couldn't afford the cost of it.
• 
  Vicki Hynam (CCC Co-ordinator) will continue to push the idea of videoing some of the application because she believes that the Lotterywest board will have a better understanding of the need and circumstances if the women can speak about their desire to change their lives.The project coordinator is in constant contact with Karrayili for feedback and to offer support they may require.

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Tracking the change, tracking the learning

Who were the people involved?

• Morra Worra Worra (fund driving course)
• Karrayili Adult Learning Centre (KALC)
• Kimberley TAFE-Broome
• Bayulu women: Ann Yaloot, Lisa Smith, April Jones, Rebecca Smith, Marilyn Cook, Deanne Yaloot, Marcia Cook, Amanda Smith
• Child, carer & country (CCC) project

What needed to be challenged?

• Assumptions that the acquisition of a vehicle by the women would cause problems in the community. These assumptions included: jealousy from some people who were not involved; men taking control of the vehicle for their use i.e. football or rodeo, how the vehicle would be maintained.
• Women needed confidence to write submission.
• Karrayili teacher had never done a submission before and needed to research/study upon the application.

What made a difference?

• Coordination from project officers in getting the applicants of the submission (Bayulu women) to meet with the staff of Karrayili Aboriginal Adult Learning Centre.
• PO on the ground linked up the meeting by picking up the participants from their respective homes and driving them to Karrayili for meeting.
• PO talked to the chairperson in person about the FACSIA project and the bus application to confirm if the submission was appropriate for the women to pursue. participants said this was a good thing to do-important to speak in person to the chair person.
• Bayulu women had a prior relationship with Karrayili staff. Teacher was willing to give the submission application a go.

Reasons for delays

• Some delays in writing the submission can be attributed to the wet season where people travel or get cut off from town when rivers come up or weather is extremely hot.
• People attending funerals and the period of “sorry time” before and after can interrupt attendance.
• It seemed evident that nothing commenced until Vicki Hynam arrived in Fitzroy Crossing to physically make the links between the groups and coordinate the commencement of the study and to verify the community approval.

What did we in the CCC project do?

• Asked the women if they would like to learn to write a submission for the bus they wanted to get
• Asked the women if they thought FX TAFE or Karrayili would be able to help. They indicated Karrayili
• Approached Karrayili and asked if they could help the women write the submission
• Offered help and suggested the women make a video of parts of the submission to help Lotterywest get a sense of who was involved
• Ongoing collaboration and maintenance
• Passed the information onto ICC and TAFE in Derby

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Timeline of events

October 2006
• First learning circle identified the women's issue.

November 2006
• Vicki Hynam contact with Bayulu women via post. Initial contact at Marniwarntikura, the link to Bayulu, left and communication stopped.
• Sent newsletter to Bayulu Community.
• Contacted Karayili to join learning circle.

March 2007
• Second learning circle was scheduled and women were invited to attend and vehicle issue still relevant. (Wet season nearly over)
• Contacted Karrayili regarding helping the women write the submission.
• Contacted Karayili about submission. Things were a bit busy there due to getting driving licenses.
• Invited to May learning circle in Broome. Unable to attend.

June 2007
• Vicki Hynam went to Fitzroy Crossing in her TAFE role, linked the Bayulu women in with Karayili for a meeting resulting in a plan to commence application through the General Certificate of education program - CGA.
• Women started with 5 students by the end of June and attend classes on Tuesday and Thursday for half day.

July 2007
• A student informed me that there were now 10 students and so when Vicki Hynam's Cert III students attended her block of study each month, others continued with the submission.

Data sources
Kimberley Aged Care & Community

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Useful links for finding funding and building skills

Data sources

Kimberley Aged Care & Community