Philanthropy, neoliberalism and self-determination

Helen will present on this on Friday 18 August 2017.

I also missed a recent discussion on the topic

http://www.philanthropy.org.au/events/whats-happening/philanthropy-and-democratic-socities-with-stanford-pacs1/

Can’t work out if there is a video or audio file of the discussion

And my question primarily relates to:

How do we address the balance of power between stakeholders in a NFP project?

What changes have to take place to encourage open sharing between advantaged and disadvantaged communities?

Value of Indigenous leadership.

For those of you interested, the first draft/ outline of my project is below, but this is not related to the meeting per se. I will be working with the Great Barrier Reef Foundation, on an educational project financed by a Queensland bank

The Vision: A Basket of Experiences

Replacing all primary school academic homework, with a “basket of experiences” including, but not restricted to:

reading for pleasure
gross motor skills including tree climbing, shelter building
vestibular experience eg rolling down slopes, unstructured gymnastic movement, spinning, swinging
exploring and developing knowledge and understanding of local environments, flora and fauna
self care/ life skills, including cooking, changing a light bulb and sewing on a button
family discussion preparing for school “talking homework”/ flipped classroom, as it inspires the child
An increase in emphasis on experiential learning experiences, in schools, across the academic year, rather than limited to “camp weeks”
Increase in hands-on lessons presented outdoors.

Why?

Student problems

Lack of autonomous learning
Disengagement with learning
Unfamiliarity with risk and inability to self risk assess
Leisure time over-scheduled and reduced by structured homework
Stress and mental health issues
The problem of homework;
- Victoria White Paper. Research indicates that homework in primary schooling has minimal clear link with increased academic outcomes. If there is no benefit, then it consumes time that could be used more effectively. Family time, exercise, passions etc
- John Hattie: Minimal effect, but his correlating advice is not to abandon or significantly change homework. This contradicts his advice relating to minimal impact of reduced class sizes, in which he recommends that changing the way we teach allows us to improve outcomes. (Lack of political will)

Social Problems

Litigious risk aversion and inability to think for themselves. In Upper Sturt Bush Primary, children are taught from reception (kindergarten) how to conduct a risk assessment. And teachers model written RA from the same age. Benefit risk assessments are modelled by educators/ teachers in nature-based practice for children from the age of 3 years or earlier supporting children in becoming skilled self risk assessors.
Unpredictability of future of work. STEM has been identified as a priority. Scientific thinking links these subjects, which is supported when children and adults engage with nature. Open ended and problem solving skills teach children how to approach the unknown.
Segmented sectors of society
- tribalism=dehumanisation
Undervaluation of and loss of indigenous knowledge, in particular nature knowledge

Environmental Problems

Loss of connection to and knowledge of environment= lack of care and interest in sustainability
Global climate change
Littering and plastic in the environment
Skills to reduce and repair lacking; repair cafes, break time skill-sharing sessions in schools

Barriers to Basket of Experiences

Parent belief that traditional homework is effective/ Lack of political will
Busy modern life and no time to take children outdoors
Lack of knowledge and skills in families
Transport/ distance to areas of nature
Inappropriate clothing for environment/ weather
Lack of knowledge of the benefits of unstructured time in nature.
Perception of increased risks involved

What does the pilot look like?

Removal of assigned homework (reading excepted)
Close to school
Continued exposure to the same outdoor place
Extended unstructured time (2-3 hours per week for at least a term)
Autonomous Nature Play
Indigenous leadership
Nature based resources for when children are inspired to lead their own nature exploration
Availability of various tools
Data collection and analysis of outcomes