Creatively Writing Historical Non Fiction

Exegesis written component to accompany

ONWARD BOUND THE FIRST FIFTY YEARS OF OUTWARD BOUND AUSTRALIA

(creative piece is not available in electronic form because of IP, copyright and ethical issues)

Helen Klaebe

Exegesis written component

Abstract Onward Bound: — the first 50 years of Outward Bound Australia traces the founding and development of this unique, Australian, non-profit, nongovernment organisation from its earnest beginnings to its formidable position today where it attracts some 5,000 participants a year to its courses.

The project included interviewing hundreds of people and scouring archives and public records to piece together a picture of how and why Outward Bound Australia (OBA) developed — recording its challenges and achievements along the way. How to capture the collective spirit of such community-minded, social pioneers of post war Australia was a challenging dilemma.

A mediated oral history approach was used among past and present OBA founders, staff and participants, to gather stories about their history. This use of oral history (in a historical book) was a way of cementing the known recorded facts and adding colour to the formal historical outline, while also giving credence to the text through the use of 'real' people's stories.

I knew that to research and unite the social post war history of an iconic Australian organisation was an important task. I found that to capture the collective spirits of the people involved, creating a historical biography from a collection of interviews, inclusive of many different viewpoints, was even more important.

.

A note about the following text Reading order This exegesis explains the journey taken, to condense and entwine many types of research into a factually accurate, yet interesting read — rather than a simple series of archived documents. It traces my journey to understand the enormity of the task I had undertaken and the lessons I learned along the way. For this reason, I suggest the manuscript is read first, followed by this accompanying text.

Sources As well as scholarly sources, I have made extensive use of an oral history collection of interviews I produced as a primary resource for this project. Other sources included meeting minutes, newsletters and annual reports from the last 50 years. A detailed list of sources follows this exegesis.

Contents Introduction

Outward Bound Australia

Chapter 1

The Challenge The problem The plan The difficulties

Chapter 2

Research begins, but where? Synopsis of proposals Research strategies Methods of data collection Rationale Initial literature survey

Chapter 3

Methodological sources and resources Oral history research methodologies Archival history research methodologies

Chapter 4

Processes — The Journey Unforseen hurdles Consensus and creativity Partnerships

Appendices

1.

open questions short

2.

open questions- detailed

3.

information sheet

4.

consent form

5.

OBA support letter

6.

technical procedure sheet

7.

sample of transcript

8.

sample letter to accompany transcript to interviewee

9.

sample letter to accompany chapters to interviewee

10.

sample of returned edited chapter from interviewee

11.

Paper I presented at International Oral History Association Biennial Conference in Rome

Bibliography

(combined) for creative work, Onward Bound: — The first 50 years of Outward Bound Australia, and exegesis written component, Creatively Writing Historical Non Fiction.

We must get beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our journey. John Hope Franklin t into the bypaths and untrodden dept We must get beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our

Introduction

Outward Bound Australia Outward Bound Australia (OBA) is a non-government, non-profit organisation that offers courses in outdoor education. Founded in 1956, the organisation was based on the Outward Bound UK schools that were established during WWII by the experiential educator, Kurt Hahn, and the Chairman of the Blue Funnel Line, Sir Lawrence Holt.

During World War 2, Holt was alarmed by the regular sinking of merchant ships by German torpedoes in the Atlantic Sea. While thousands of merchant sailors had died in such sinkings, he believed hundreds of these deaths could be prevented, because that the survival rate of older sailors in lifeboats was much better than that of younger sailors. Believing the older men were able to draw on personal life experiences and inner resources to survive, Holt turned to Kurt Hahn, a noted academic and educationalist and founder of Gordonstoun School, for help. Hahn believed that young men needed the opportunity to develop their own physical, emotional and psychological being to equip them for unforseen challenges their lives might bring. With financial support from Holt, Hahn founded the first Outward Bound School in the UK at Aberdovey, to educate the young sailors of the Blue Funnel Line to better handle the hardships they might face. This experiential education opportunity was offered to any boy between the ages 16 and 25 years. The courses originally were 28 day courses and included boys from all walks of life.

Much has changed since the earlier courses, but the principles of Outward Bound Australia remain the same — to provide an opportunity for all Australians to reach their potential, both physically and mentally, in a controlled, and therefore safe, environment. Since 1956, over 250,000 Australians have completed an Outward Bound course, assisted by over 2,000 staff. My book, Onward Bound: The first fifty years of Outward Bound Australia, completed as the creative

component of an MA in Creative Writing at QUT, is the story of those past 50 years.

Chapter 1 The Challenge

The problem After hearing me review a book on ABC local radio, the CEO of OBA Australia, Tim Medhurst, contacted me and expressed an interest in hearing my ideas of how to capture their history for their forthcoming 50-year anniversary. A couple of key founding members of OBA had died in recent years and there was a general concern that this important social history was being lost. I was asked to devise a way to intercept this conundrum.

As my initial research on the organisation grew, I realised OBA meant different things to many people. While offering outdoor experiential education, for example, they did so to a diverse cross section of the community. The more I found out, the more complicated the picture which emerged, and so I travelled to their National Base in Tharwa, ACT, to meet with the Board. There I found their historical archives consisted of over 200 boxes of papers in a disused shower block. This was certainly an organisation that prized the ‘doing’ over the ordered archiving of historical facts.

The plan As a stopgap measure to stem the loss of primary source material, I suggested to OBA that I collect an oral history from a cross section of people involved with OBA over the last 50 years. The collection would then become a primary resource of information for the future, not only for myself, the organisation and future historians, but as an educational tool for others studying post WWII social Australian history.

To enrich this collection I embarked on the collection of stories from others involved in the organisation through a process of email and letter interviewing and combined these with the official archived history available in the meeting minutes, annual reports and newsletters. Broadsheet newspaper microfiche was also sourced and used with photographs to help build a clearer picture of events during this half century.

By including testimonies from past and present staff and participants, I aimed to weave together a story about the kind of people who gave to, and benefited from, this organisation.

Instead of another chronological coffee table book highlighting their many great achievements, OBA were keen to use the opportunity to be daring and strive for something different and inspirational that would celebrate both the triumphs the tears and the triumphs that have made the organisation what it is today.

The difficulties The major obstacles to this project were always going to be ethical issues. Coupled with this dilemma were consensus issues. The organisation has had over 250,000 participants and past staff number more than 2,000.

How would I obtain consensus on a history of OBA which, like many organisations, is fraught with the emotive, relationships that come with people working closely together, while at the same times applying the academic rigour required to make the project academically justified as a MA?

Chapter 2 Research begins, but where?

Synopsis of proposals: Various formats were investigated and recommended on their merit: •

A coffee-table hard cover book, with glossy action pictures and limited written text. This would be just the bare facts with a time line, similar to many memorabilia/anniversary publications.

•

A book of stories from people involved in OBA. Limited pictures, hard or paperback.

•

A combination of the two. Probably in new size paperback

Some of OBA’s criteria: •

Older founders were dying and their memories were being lost.

•

The organisation did not have funds to commit to the project.

•

Their 50 year history is in 2006, so some sort of plan needed to be formulated in 2003.

I proposed a three-part plan:

One: gather an oral history from the key people targeted by the OBA committee. (The interviews to be transcribed at a later date when funds were available)

Two: Write the manuscript in a creative historical nonfiction manner that is both innovative and different from other styles of organizational histories — almost as a biography/memoir of an organisation, to give it wide appeal for both the OBA community as well as the wider Australian and international community. I would also document the journey and processes as part of my research MA.

Three: Publish the book (when funds are available). Collate the oral history transcripts for the National Library of Australia, or some other such archive.

Aim of the Research MA There has been a philosophical movement in history writing towards valuing the ordinary stories of everyday people as opposed to the rigid, hierarchal, and hegemonic histories that reflect a more single focused view.

This style of creatively historical nonfiction aims to weave the sterile dates and facts of Outward Bound’s history with the social or humanist stance of the people involved over this 50 years period of contemporary Australian history.

In such a work, the participant’s story is as important as the founder’s and I wanted this history to be non-judgmental and democratic. The popularity of creative nonfiction biographies and autobiographies of the ‘not so famous’ is testimony to the popularity of hearing this human face of history. This insatiable desire for experiencing the reality of everyday lives also spills over into mass media representations such as reality television and the cult of celebrity in popular magazines.

My aim was also to write a book which was credible and accurate, yet also of popular interest. To do this I intended to marry academic research to a social, historical philosophy, translating a selection of recalled stories to give a human picture to the facts they accompany. In such a strategy, reader is free to hermeneutically interpret these stories about the social history of Outward Bound community within the context of the official historical facts.

Research strategies

I designed my research strategies, drawing on many, to meet my diverse needs. These included: Mediated oral history - myself being the ‘neutral’ mediator. Organisational history - the manner in which I collated and recorded the history. Ethnography

- because of its grounded methodological science practices. Adapting elements from this area helped give credibility to the project

Memory studies

- this is a relatively new discipline, emerging in the early 1980s, which considers the validity and reliability of revived memory.

Histories of other Australian non-profit organisations - within the same contemporary, post-war setting, and giving consideration to the era in which I was examining, as well as the cultural setting of that time frame.

Oral history research - intersects with procedures being used in anthropology and other Social Science disciplines.

Methods of data collection

Relationship with OBA An open and professional relationship with OBA was of paramount importance to the success of this project. Once this relationship was established, OBA allowed me full access to all archival material at the national base, in Tharwa, ACT. Next they provided contact details and introductions for their targeted interviewee list1. The ex-CEO of OBA and current OB International Board member, Tim Medhurst, lives in Brisbane and was been appointed by the OBA Board to help me with any queries and assist in pinpointing people to interview, starting initially with the older founders, then in their nineties.

Oral History The aim of the oral history was to embark on a collection of short stories that would explore the history of OBA within Australian society. These stories would be formatted into a collection of written creative non fiction short stories which would weave around the historical/factual backbone of the book. Bones alone are dry and lifeless. I see these narratives as flesh, which give the history a life, or at least a human face.

Research Trying to narrow and refine the research and collating of existing archival materials on OBA’s history was the first task. While archival material was available, it consists of over 200 boxes, full to the brim, shoved on top of each other in a damp and mouldy storage room. I decided this was too large a task to

1

The list was devised from the OBA Board to include key people involved for long periods throughout the 50 years. From that list, I was able to add names as I deemed necessary to ensure a representative coverage of events.

begin and one I did not want to get bogged down with, as a great deal of the historical information could be traced in other ways.

Another way of collecting stories was through OBA’s newsletter and connected websites, by calling past students (over 18) or past instructors to ‘share their story’ about their OB experience.

Even though I had access to the details of people who have been on OB courses, or been instructors over the last 50 years, I did not think it ethically correct of me to access this information. Instead, by asking for responses, individuals were given an opportunity to participate if they wished. This also disallowed bias on my behalf in who I chose. The problem associated with this method was the time it took to collect the information required.

Summary of contribution to knowledge The success of this book will be measured by several elements. While there have been several books and papers written that reflect the official history of Outward Bound overseas, there is no such publication about the Australian arm of the organisation. Similarly, while there are many research papers and books about the enigma of Outward Bound as an international educational phenomenon, there are no books about the social side of the story.

Writing a book on the OBA story, synthesizing the historical facts with a human reflection of that time and space, that is a ‘good read’, is of paramount importance to make producing the work it a financially viable proposition for the Board to produce, thus ensuring its publication.

The transcribed and correlated oral history spanning 50 years is of interest to OBA and the National Library of Queensland to be kept as a separate oral history collection, because of its social significance.

Rationale:

The question had was how would the gathered research and get categorised within the context of a written history? Not easily, because of the many sub groups of OBA that needed to be included. As my research grew, the web I was spinning became more intrinsically interlocking until it started to conceptualise the characteristics of OBA. I had to characterise my research and see where it intersected and overlapped. I came up with four main headings -Education -Institution -Training facility -Community membership To take a holistic point of view, I had to first break up the organisation into sections.

Outward Bound and education: -16-20 year olds -women - courses for the over 30s -corporate courses -school holiday camps for 12-16 year olds -as part of the school curriculum -disabled groups -youth at risk (in detention and with learning disabilities)

Still encompasses: -the legacy of Kurt Hahn the educator - Greek philosophy

-Ongoing research into experiential education

Outward Bound as an institution: -Kurt Hahn and his legacies -Salem school -Gordonstoun school -Outward Bound UK (sea and mountain schools) -Moray Badge -Duke of Edinburgh Awards -United World Colleges -OB International - International Baccalaureate

Outward Bound as a training facility: -Instructors -Accreditation

As community member: -Country Fire Service (CFS) -State Emergency Service (SES

Initial annotated literature survey

Ankersmit, F.R. (2001) Historical representation, Stanford California: Stanford University Press -Considers cultural memory as a credible way of interpreting history.

Boldt, Joshua L. (1981) Outward Bound USA, New York: William Morrow and company, Inc. -Learning through experience in Adventure-Based Education from conception in the USA.

Booth, T (1990) Outward Bound; relocation and community learning difficulties, Philadelphia: Milton Keyes -The use of OB courses as learning tools for people with disabilities in the USA. Useful for a comparison on how OBA works in this field.

Fontaine, Barbara La (1966) ‘Babes in the Woods’, Sports Illustrated, July 11 and July 18 issue, US: Time Inc. -Feature article on the history of women’s OB courses in the US. Useful to compare to what the history is here with the UK.

Godfrey, Robert (1980) Outward Bound- schools of the possible, New York: Anchor Press. -Reflects on the educational style and success of OB. Focuses on the USA.

Jeneid, Michael (1967) Adventuring Outward Bound, Melbourne: Lansdowne Press Pty Ltd -A manual about the OB type of education and how to implement courses.

Kirkland, R. and Holmes, S. (1991) Wilderness programs for the behaviorally different: guidelines for consideration, Brisbane: Education Queensland -Looks at outdoor education programs for children with learning difficulty. Uses OBA as an example.

Lavin, Martin (1996) Kurt Hahn's schools and legacy, Wilmington, Delaware: The Middle Atlantic press, Inc. -Lavin investigates the legacies of Kurt Hahn including: OB, Moray county badge scheme, Duke of Edinburgh Award scheme, Gordonstoun, Salem and World League Universities. James, D (1957) Outward Bound,1st edition, London: Routledge and Kegan Paul Ltd -A collection of edited articles by the founders of OB UK. Contains interesting background information to the history of the OB style of education.

Mayes, G. (1997) The effects of an Outward Bound course on concept of participants, Brisbane: QUT -PhD thesis by an ex participant and staff member who went on to become an Australian Olympian. Currently teaches at Sunshine Coast University, Qld.

Neill, James (1998) Essences of Outward Bound: A Research Perspective, Canberra -A conference paper delivered at the OBA Annual staff conference. James has been a researcher for OBA for over ten years. He also worked as an instructor after being a student. He currently lectures at the New Hampshire University and is a world authority on outdoor education programs.

Reddrop, S. (n.d.) Outdoor Programs for young offender in detention, Hobart: National clearing house for youth studies.

-Booklet from QUT library. A brochure put together for educational purposes about youth in detention. Again using OBA as a model and research leader in this area.

-Stetson, Charles P.,(?) An essay on Kurt Hahn- founder of Outward Bound -Charles P. Stetson was chairman of the US Fund for leadership training Inc.-An essay publication about the person, Kurt Hahn: his family background, the political events and climate with which he clashed and fought to change. Little was written by Hahn himself and the author works to address this gap about his personal history.

-Thomas, David; McAndrew, Mark (1998) Born in the Hour of VictoryCranbrook School, 1918-1993, Sydney: Playwright Publishing Pty Ltd -An institutional history of the Sydney private school, Cranbrook. Includes a chapter on their relationship with OBA. (Lavin, 1996)

Websites -Hawkesbury Tourism (2003) The Hawkesbury River is steeped in history. Available URL: http://www.hawesburyriver.org.au/History.htm (accessed: 9.4.03) -Features a section on the OBA memorial situated on Barr Island in remembrance to the two instructors from Fisherman’s Point who drowned in an OBA accident in 1963.

Leath, Ted (1999) Community Memory Studies. Available URL:http://www.infm.ulst.ac.uk/~mcc/html/community_memory_research.htm (accessed: 9.4.03) -A UK site that was set up to try and archive art and photos in Irish history including oral histories. Interesting discussion on the use of oral history.

Neill, J.(2003) A guide to Outward Bound research. Available URL: http://www.wilderdom.com/obaresearch.html

(accessed: 10.4.03) -James Neill’s research for OBA database Also a brief description of my project and a link to me.

OBI international (2003) General information about schools-Australia Available URL: http://www.outwardbound.org/obs_sub2_general.htm (accessed:9.4.03) -General background information on all the OB schools world wide. Directory is handy as often staff travel from country to country with OB and there a several Australians among them.

Chapter 3

Methodological sources and resources Oral history research methodologies and how they relate to my research project.

Oral histories are accounts of human behaviour based upon memories that have been encoded through perceptual processes, coloured by the biases of culture, the vagaries of emotion and the distortion of time and the liability of researchers blind to the zeitgeist (biases) within which they work. The conceptual tools and methods of experimental psychology do not and cannot inform all aspects of the study of history or for that matter, of the study of human behaviour. Indeed, experimental psychologists and historians alike continue to raise far more questions about human nature than they provide answers, or even partial truths. (Barker, 1994)

This project involved me in collecting and then interpreting the words used (and my text generated) by participants to communicate their stories about OBA and related phenomenon.

I used oral history as a methodology to interview past and present OBA founders, staff and participants about matters related to their history over the first 50 years of operation. Oral history techniques logically seemed the preferred approach for this project, as a way of cementing known recorded facts and adding colour to the formal historical timeline plus verifying and contextualising the ‘real’ people’s stories gathered in the interviews. This mediated oral history was also

exploratory, aiming to progressively unveil the unquantified phenomena of OBA and its affect and position within the Australian community and culture.

Possible approaches were not deemed ‘right or wrong’, but assessed on my perception of their overall usefulness for my desired outcome. An initial oral history collection had already been commissioned by the OBA committee with me as a stopgap measure to ensure founders’ unrecorded historical memory was not lost. This was despite OBA being an organisation of people more concerned with the ‘doing’ than the recording of milestones in a formal historical manner. Much documentation has been written dedicated to the psychological and physical effects of their outdoor education style but little effort had been given to documenting the history of the institution itself. (Neill, 2003)2

To explain what is involved in this type of social research and to justify oral history as a plausible methodology for this project, it is important to reflect on why oral history is relevant. Its philosophical justification as a credible social science, the ethical elements and procedures involved, the ordered technical knowledge, the art of interviewing and data collection practices are all important factors in this process. The progression of examining these topics in relation to oral history practices served as a checklist to its credible usefulness as my project methodology.

The validity and appropriateness of mediated oral history research is explored by Moss, who points out that before the development of writing, all history was oral (Moss, 1988). Indigenous cultures have used oral history for thousands of years. Attempts have been made by literate, Western anthropologists, to capture and record their stories but many have to admit that the written word is not always adequate to express such oral content. In his book about aboriginal myths and fables, Reed concedes there are problems converting the oral stories of one culture into the formal writing or another: "Admittedly they are (the collection of stories) a product of the 1970s, written by one whose skin is a different colour, 2

Appendix 12- Summary Bibliography of OBA theory and research

and whose environment is completely foreign to the Aboriginals who devised them." He goes on to say "there is poetry in their stories — poetry that is difficult to capture in another language — it is a problem I have faced in retelling legends of not only Aboriginals, but those of other races and cultures.” (Reed, 1999) Even if (as in my case) the interviewer was of the same culture as the people interviewed, our differences (in gender, age, ability, socio economic position or multi cultural ancestry) were still large, and so I felt it was inappropriate for me to presume I could speak on their behalf.

Another example of where oral history has been used extensively for the last two thousand years is the Bible — where conversations or stories have been recorded as first hand observations recalled by the Disciples or, in the case of the Old Testament, passed down as stories from generation to generation before being recorded. The Koran and other religious texts have been constructed in the same fashion. Ancient Greek philosophers also valued the art of passing on knowledge or shared thought through oration; knowledge that began as an oral history. In fact, all non literate societies through history have passed down their traditions and beliefs using oral history methodology. Literate cultures, on the other hand, like modern western culture, has had its formal, official history primarily recorded by the educated minority, giving little voice to the everyday person.

Oral history draws on an intuitive, yet understated wisdom to recall and interpret. Such a participatory type of research was a plausible methodology to use with OBA as I was looking to bridge the gap between individual and collective memory. The epistemological approach as taken in oral history procedures thus becomes a necessity for credible outcomes.

Such a methodical approach draws on the philosophical, hermeneutical understanding that people will want to be cooperative and helpful about subjects they are passionate about. (Wheatley & Kellner-Rogers, 1996) A philosophical reasoning as to whether memory is a credible witness of history was also required to understand the disciplines involved in recalling memory. This then

gave credence to the work as a reliable guide in studying (and making sense of) the collaborative effort between the researcher and other participants. An example of this is how the researcher needs to understand the psychological pitfalls and opportunities of using recalled memories.

Oral traditions are documents of the present, because they are told in the present. Yet they embody a message from the past, so they are expressions of the past at the same time. They are the representation of the past in the present. (Vansina, 1985)

Vansini suggests that the historian of the collective and oral histories must understand the importance of reflecting the traditions of both past and present, “in the same breath.”(Vansina, 1985) To do this, my project needed to forge a new interpretation of past events, an interpretation which fused both OBA’s memory and its history.

But, I also kept in mind that memory is a highly individual understanding. An historian, for instance, might interpret events in a different manner than another individual, depending on the discipline they belong to or the life experiences they have had. As a collection of interviews inclusive of many different viewpoints from within the organisation, I believe my oral history collection is more reliable and interesting for the reader than a simple series of archived documents. In the same way as an actor on stage does not know what is happening elsewhere around that stage, the main characters within an organisation cannot always identify entire events that have occurred even when they were involved in them. To overcome this, I targeted many people from different standpoints within the same timeframe, so I could piece together the puzzle of history from a variety of perspectives.

Historians, as all individuals, can reshape memories to make new sense out of past experiences. This has also become evident in my own interviewing, as participants recalled, and then reflected upon, certain events. Many of my

interviewees commented to me, “I have not thought about that in over 20 years,” and then went on to recall an event in significant detail. Afterwards they were sometimes overwhelmed by the strength of their feelings and needed time to be able to debrief, or make sense of their responses within the context of their own present. Ritchie found this: “Like historians, individuals reinterpret their historical memories and recast earlier judgments. Memories may mellow over time.” (Ritchie, 1994)

Philosophical hermeneutics is not a means of solving ethical or legal dilemmas, or of devising procedures for understanding. Understanding, nevertheless, involves ethics because of the involvement of human freedoms and behaviours, and thus my OBA project aimed to be cognisant of this. To clarify the conditions under which understanding or meaning occurs, I needed to develop an ethical protocol and adhere to it. I developed a questionnaire3 which could be used generically for all interviews, and also adapted to meet the individual idiosyncrasies of interviewees4. I attempted to make the questions mindful of issues regarding age, ethnicity, sex, or disability and to not hinder respondents personal understanding or their opportunity to recount an open, honest response. An outline of the project5, including issues of copyright and ownership was also devised and given (accompanied by a consent form6) to each participant. Also, a letter of support7 outlining OBA’s involvement in the project was devised. This was scrutinized by their legal team before it was distributed with the other information.

This protocol was strictly adhered to for all participants, including those who responded by letter, phone or email, so as to ensure honesty and openness for all concerned. Permission for the project was also sought, and granted, by the QUT Ethics Committee. The ethical, legal and technical methodology used in collecting the oral history of OBA also needed to be of a standard suitable for the 3

Appendix 1Appendix 25 Appendix 36 Appendix 47 Appendix 54

open questions short open questions information sheet consent form OBA support letter

ultimate donation of my tapes and other records to the State Library of Queensland. (The project is also registered as an ongoing oral history project with the National Library of Australia)

The preservation of personal stories and observations utilising audio tape recording is central to the process of any oral history. To make best use of the opportunity, the interviewer must first research the people being interviewed to give the conversation context and form. Such preparation proved to be very helpful in highlighting each interviewee’s particular relationship with OBA and how to best exploit their tacit knowledge strengths and construct the question list. Until the interviewing process begins, the interviewer has no idea of the richness of the material interviewees will share. The interviewer thus needs to be aware “of the peculiarities of memory, imaginative in their methods of dealing with it, conscious to its limitations and open to its abundant treasures.” (Barker, 1994) Just one example of this occurred while interviewing Godfrey Wincer. No present board member knew who he was, yet my research found he was employed as the Executive Director of Outward Bound during the 1960s. When we discussed the Hume Weir incident, he could recall in great detail the days after the incident. He introduced me to Joan Elliott, also unknown to the present Board, who was employed by OBA working at the course when the accident occurred, and she could fill the gaps in the history that records and newspaper articles could not.

How the brain retains and continually alters memory is also of great significance to the interviewer. The three main ways the brain recalls memory depends on ‘primacy’ (early events in our life), ‘recency’ (recent events), or by ‘anchoring’ (where an event is remembered by other cues). How (and when) the interviewer chooses particular words or phases can prompt what will be remembered by the interviewee. (Barker, 1994) An example of this is to ask a question about the smell of a primary school classroom, a prompt which, for most adults, results in an inundation of memory about their childhood. During an interview, I often used photographs as prompts, which was most successful. Interviews at the

national base at Tharwa were often conducted after I had an initial ‘walk round’ with the interviewee, around the grounds while we became acquainted before beginning the formal interview process. One interviewee mentioned the smell of the equipment shed taking him back to the time he worked there.

When an event is recalled (and stored) as a long term memory, it becomes an ‘archival’ memory. If the event is remembered with strong emotional feeling at the time, it becomes a relatively reliable record. (Barker, 1994) This has become evident to me while interviewing people who are aged in their nineties. Unable to sometimes recall other events from their more recent past, the interviewee can recall detailed names, dates, facts and description to events that occurred some 50 years earlier in their life.

The observation that no one sees the world in exactly the same way can raise questions about the interviewees’ truthfulness and their perception of reality. In the same way, the researcher can skew the interview by the specific word prompting they may use. (Barker, 1994) This type of bias can also influence the memory. Barker suggests the researcher must “recognise the cultural milieu at the time a memory was formed,” to be able to judge whether the memory is valid. (Barker, 1994)

During each interview for this project, I needed to consider and make note of: whether each participant was a credible witness; if the information they were sharing was their own first-hand knowledge; what biases may be present (or have been present) that could shape their original perception of an event; and how each person felt now about events that took place in the past. (Ritchie, 1994)

I also developed technical procedures to ensure all tapings of interviews were of a high standard.8 I used minidisc recordings alongside tape recordings and notetaking in case any technical failure with the equipment occurred. All

8

Appendix six- Technical procedure sheet

interviews were fully transcribed, so as to be easily accessible to the community which had given of their time and memories so generously9.

This participatory, yet interactive, type of research produced an abundance of information which I as the interviewer needed to characterise and decipher into its distinguishing features and discover where information intersected and overlapped. To effectively achieve this, ethnographical techniques were adopted, and the use of new technology information quantitative programs such as ‘nud*ist’ and ‘Endnote 5, 6, &7’ were employed to organise and cross reference interview information with formally archived material. Cross checking of transcripts with formal historical evidence for verification, or to, close the methodological gap, occurred to meet the rigorous demands imposed by social sciences.

The nature of OBA as a holistic and complex organization makes these individual life stories about different individuals’ involvement with OBA of central importance to constructing a valid history. The potential richness and the highly contextual nature of talking with an individual or a group involved with the organisation also gave me many insights and provided cultural context for the time frame.

Simultaneous use of multiple information sources helped to refine the research design and to collaborate the findings identified in interviewees’ transcripts. OBA documents, from participants’ observations, letters, email and semi formal interviews conducted with staff and participants, newspapers and photographs produced a deep, layered text.

Humans elect to engage and contribute practically toward their complex world. We do this through the search for authenticity and our collaboration with each other. (Wheatley & Kellner-Rogers, 1996) This theory rang true for OBA, whose ethos is centred on its commitment to all people in the community — making an 9

Appendix seven- Sample of transcript

oral history of ‘all the people’ involved with OBA a most appropriate primary methodology to employ to capture their collective spirit. The project’s written text (a book length manuscript) uses the oral history as a connecting value: connecting old with the young, the academic/ institutional with the broader outside world, and as the formal connector in the interpretation of their history.

Archival history research methodologies and how they relate to my research project Locating the formal outline of the history of OBA was not difficult, but filling in the detail in the manner previously described was extremely time-consuming. This was because of two main reasons, the desire for accuracy and housekeeping factors.

Accuracy I wanted to create a timeline of important names, dates and facts about the organisation so as to pinpoint a good cross section of interviewees. To do this with any accuracy, I had to scour the Board and Sub-Committee meeting minutes to find ‘clues’ to the importance of what was recorded. Any significant event or conversation at these meetings was summarised by me and collated into ‘Endnote’.

I was acutely aware that as so many people had been involved with OBA, there may not be many who had been involved for all of the 50 years. I found this theory to be correct once the interviewing began and this recognition of fragmentation paradoxically gave me a deep, underlying continuity to the story that the individual voices could not do alone.

My other concern was to ensure that if I was questioned over facts used in the manuscript, I could refer to my referencing to confirm any statement I had made. A great deal of the organisation’s history collected thus far had relied on ‘hear say’ and tall stories that had passed from staff member to staff member. The latter, tall stories had often been passed on so many times that they had become legends and mythic in their construction. I spent many evenings discussing the theory and practice of recalling memory with a practising psychiatrist, looking for ways to accurately prompt an interviewee without tainting the oral history process by my line of approach.

Again, the timeline summary notes from the meeting minutes proved not only useful, but effective. For example: It was noted in the meeting minutes on March 24, 1982, that, “the committee sees it as imperative that a historian be appointed to capture the history.” By reading that short statement, Sir Frederick Chilton, an interviewee in his 97th year was able to fill in the context in to which it was written.

Housekeeping The same procedure was followed with every newsletter and annual report, newspaper clipping or letter, to build up my primary collection of easily traced and summarised formal archival record. As a result, there is a collection of data that is academically sound and electronically available that can be the foundation for any future historical research, writings, film, websites or television documentary. Some of the people interviewed were quite remarkable Australians individually, so any formal documentation about aspects of their lives, like their OBA involvement, may well be of interest to other researchers in the future.

What inspired me to take on this extra workload was a footnote I found while researching at the Australian War Memorial in Canberra. One of the OBA female groups in the early 1960s was called Bullwinkel — after Captain Vivian Bullwinkel. AO. MBE. ARRC, the only surviving nursing sister from the Banka Island massacre during WWII. A 1997 film, Paradise Road, directed by Bruce Beresford has traced her story. Researchers for the film noted that the only recorded account of an interview with Vivian Bullwinkel immediately after the massacre, was conducted while interned briefly in the same POW camp as OBA founder, Adrian Curlewis (later Sir Adrian), in his capacity as senior officer.

Only by applying rigor to how research is collected, collated and stored can we be assured that it can have multiple purposes in the future.

Chapter 4 The Journey It is good to have an end to journey toward; but it is the journey that matters, in the end. Ursula K. Le Guin

Unforseen problems associated with oral history methodologies and how they were overcome The major unforseen hurdles to overcome while collecting interviews were: •

Key interviewees’ unavailability

•

Finding middle ground on vastly differing standpoints

•

Weaving the voices together

•

Ethical issues

•

Logistics of the paper trail

Unavailability for interviewing A key list of important contributors to OBA’s development was given to me by the Board as a starting point for the oral history collection. Unfortunately, these over-achieving Australians are busy people involved in both professional and philanthropic duties.

To overcome this, I arranged to travel to Melbourne, Sydney and Canberra twice, and arranged interviews in Brisbane in between. Often these excursions were time consuming and, even though each was planned at least one month in advance, four key figures cancelled their interviews several times. While feeling I was perhaps wrong in my assumption they were keen to help, I was assured they were just ‘very busy people.’

To make use of this potentially ‘wasted time’ in the ACT, I spent my spare time at the National Library in Canberra researching newspaper archives and arranged to meet older people associated with the organisation whose importance may have been overlooked by the younger, more recent, Board. These investigations turned up more gems of information than I could have imagined as the trail slowly burned before me.

The exponential nature of the project was a factor I did not count on for, my responsibilities grew with each person I visited. I also found that dealing with many elderly folk required a level of formality. One could not ‘pop in’ for a few questions, or indeed informally ‘chat’ on the telephone about an integral part of someone’s life thirty or forty years ago with out some explanation and prediscussion.

Many cups of tea, biscuits and sandwiches were consumed in my role as researcher. Information was never immediately forthcoming. The interviewee, I learnt, needs to feel comfortable with the interviewer and often I was questioned about my own life. Being a mature-aged student made it easier to find common ground to start our conversations, putting the interviewee at ease. I felt that, if I was asking them to impart information about their own lives, it was important they knew something about me in return. The more we spoke, the more I learned, but not always about the topic I had come to discuss.

If OBA had been an emotive, life changing part of their life (which was more often than not the case) then the memory recall could be a cathartic episode, yet surprisingly every person I interviewed was satisfied by the close of our interview. Many spoke of ‘getting things of their chest’ or feeling like ‘a weight had been lifted from their shoulders’ while I became laden with this information, and emotion, as the custodial keeper of their history. I felt an enormous responsibility to reflect a true and honest, yet balanced account, to make the project and their involvement in it worthwhile.

Finding middle ground Not everyone remembered events in the same way, and my research into the theory of memory recall was crucial to understanding both why this was so and how to contend with this vital issue. Like any incident in life, the same story could be told in many different ways.

To find middle ground, I would cross-reference the points agreed and those not agreed, check the archival summaries I had created and investigate the relationship between the people involved. In all cases, I favoured information that was first hand and not hearsay. If I was still unconvinced, I searched out other people involved who may not have been interested in being interviewed, but were happy to answer specific questions about specific events.

The Tallangatta tragedy was a difficult and emotional chapter to write. Not only because seven young men lost their lives, but because, even forty years later, I could feel the pain of those who were there and affected by it. Newspaper clippings from six different newspapers all differed in the facts they reported. I resorted to writing separate timelines of events — according to each newspaper article — cross referencing these with the coroner’s reports and OBA meeting minutes, before approaching first hand witnesses to complete the puzzle in a detective-like manner.

Weaving the voices together A major concern for me in preparing the manuscript was to ‘get the voice’ right as, while this is crucial in any book, it would be even more so in a story containing so many voices.

Each decade of OBA’s history had its main characters, and a decade by decade account emerged quite naturally. The challenge was then to find others who had specific knowledge about specific events to enhance a particular story, or to add another dimension and as I could feel the stories deepening as more layers accrued. I felt enormous satisfaction when I felt the voices were talking to each

other as if they were in the same room reminiscing together. While this seemed an easy enough task in the beginning, I did not know that the orchestration skills required to interview people in different places and times and weave them together later as if they were interviewed as a group.

One of the key solutions was to ensure the questioning ran in a very similar format, chronologically, with very similar standardised questioning.

Ethical issues Ethical issues were of paramount importance from the start. Long before I was concerned about the issues which concern the QUT Ethics Committee, I was concerned about the notion of slander.

There is not a workplace situation that does not involve human feelings and emotions. OBA was no different and because many of the staff lived as well as worked together, these human traits were even more intense. Some ex-staff and supporters I contacted expressed the opinion that they were not interested in visiting a place in their memory that had been difficult and damaging to them personally, and I went to great lengths to respect their wishes. By the same token, I also cut any slanderous comments from the interviews, particularly if the person about whom they were concerned refused to take part in the project.

Logistics of the paper trail Transparency was paramount both for the QUT Ethics Committee and for me personally. This was achieved in three ways. Firstly, each transcript was returned to the interviewee giving them the opportunity to edit, or to cut, sections they did not want used. An accompanying letter explained the process and also the differences between the oral and written word.10

On return, I made any required changes to the original transcript, and the only copy I kept was the amended copy. As these transcripts were used by me and 10

Appendix 8

-sample letter to accompany transcript to interviewee

woven into the archival story, and indeed other peoples’ stories, I then had a further obligation to check with the other participants that they were happy with the context in which their words sat. To achieve this, each chapter was sent to each person whom was ‘speaking’ in they chapter concerned, accompanied with a letter of instruction.11 The letter also clearly stated that no reply from them would signal their acceptance of the transcripts as they stood. This gave the interviewee the opportunity to see how their ‘words’ sat with the words of others, some of whom they had not spoken to or seen in decades. These chapters were then posted or emailed back to me with amendments.12

Keeping track of all these who I had emailed and who had replied and tracking their changes was a logistical nightmare, but pivotal to the book becoming truly owned by the participants, as I believe all history should be. By empowering the participants to take ownership of their history and their stories, the book becomes more intimate and more meaningful to the reader, both now, and in the future to those researching from a social context.

11 12

Appendix 9 Appendix 10

-sample letter to accompany chapters to interviewee -sample of returned edited chapter from interviewee

Consensus and Creativity

The issue of balancing consensus and creativity and relationships between stakeholders was at the heart of this project. OBA management and supporters had varying opinions on how the manuscript should read, as did my QUT supervisor, Dr Donna Lee Brien with regards to what was required for an MA by research, and there was my own vision as well.

It is possible to see how a balancing act of appeasement could have influenced my outcome, but this did not occur in this case, mostly because my main objectives were clearly defined. Those objectives were: to create a primary source of archival material that is logistically manageable and accessible, to create a major oral history collection as a primary resource and to write a manuscript that combined a traditional history with the social history of the people involved.

While the manuscript I have created is large, it was not edited further for two reasons. The project was primarily intended to be history-rich and secondly as a social history. It may (or may not) be published for a mass market audience and if it is, then the decision to edit for that market can be carried out at that time. To cut it for that purpose now would be to lose the opportunity to keep on accessible record as much of OBA’s history as possible, making it more desirable to edit for many other media in the future including radio, television, film, Internet and book.

The working title was originally ‘More than you think,’ from the ancient Greek poet, Pindar, who said, “Grow into what you are,’ which was adapted by Kurt Hahn into, ‘You are more than what you think.’ This is one of Outward Bound’s

mottos. In conclusion, I discovered a great deal more in OBA, and in myself, during this epic journey, than I had foreseen at the outset.

Partnerships

This project would not have been possible without the partnership forged between QUT CIRAC, OBA and myself as the researcher. The importance of supporting such arrangements can not be overstated as I feel the contribution of this historical research makes to our culture and society as a whole goes well beyond the boundaries of OBA, or in fact any organisation, as it also encompasses the social history of a slice of Australian time. Non profit organisations in particular are worthy of support in this manner, as by their very nature the people working in them are often tireless volunteers for the social good of the wider community.

The paper in Appendix 11, Partnerships with an oral historian, was presented by me at the International Oral History Association (IOHA) conference in June 2004 in Rome, Italy, and encompasses a lot of what has already been articulated, but from the particular point of view of this partnership.

The next IOHA conference will be held in Sydney in 2006, which will also highlight the importance of this type of historical writing.

A partnership between a non profit organisation and a tertiary institution does not mean a project can not also be profitable. On the contrary, OBA as an organisation has the opportunity to use the manuscript to fashion a highly saleable book to the general public and raise funds for their organisation. At the same time, QUT will have another successfully published MA student, and the kudos which will attract other potential post graduate students. Both organisations benefit from the public exposure they will gain from having a mainstream publication in the marketplace.

Appendices

1.

Open Questions: short

2.

Open Questions: detailed

3.

Information for consent

4.

Consent form

5.

Support letter from OBA

6.

Technical procedure sheet

7.

Sample of Transcript

8.

Sample letter to accompany transcript to interviewee

9.

Sample letter to accompany chapters to interviewee

10.

Sample of returned and edited chapter from interviewee

11.

‘Partnerships with an oral historian,’ paper given at IOHA conference, June 2004, Rome, Italy.

Appendix 1

Open Questions

Name:

Current job: (optional)

Address:

Phone: Email: Date:

Dates/time involved with OBA (and location)?

What was your role with the organisation? (please add in date/dates as a student and/or staff member)

How do you remember your OBA experience?

Any stories from that past that evoke memories that are: sad, happy, inspirational and funny?

Appendix 2

Open Questions

Name: Address: Phone: Email: Date:

Dates/time involved with OBA? What was your role with the organisation? (please add in date as a student, and or staff member) Changes you saw while part of OBA? Changes you know of since-what is your impression now? Any stories from that past that evoke memories that are: sad, happy, inspirational and funny? How do you remember your OBA experience?

OBA has thrived in an environment of growing national pride and post war independence in a strong, young, free country. In a multicultural, country well established within the global community, are these programs still relevant at the start of the new millennium? OBA encourages individuals to find a better understanding of themselves and of others by raising those individuals standards, expectations and achievements, while gaining a new awareness of their responsibilities as members of Australian life. Does this reflect your own experience/involvement? Where would you see OB in 50 years time?

Appendix 3

More than we think (working title) 50 year history of Outward Bound Australia

By Helen Klaebe Contact details: [email protected] Phone: 07-3870-0165 or P.O. Box 4099, St. Lucia South Q 4067 Supervisor: Ms. Donna Lee Brien, [email protected]

The aim The aim of this project is to embark on an oral history collection of stories, and then use these tapes and other interviews to collect a selection of stories that will trace the history of Outward Bound Australia (OBA) over the 50 years of its existence. These stories will be divided into five sections, representing each decade of OB Australia. By including testimonies from past and present staff, participants, board members and supporters I want to weave together a story about the kind of people who give to, and benefit from, this non profit non government organisation. OBA has grown from 25 participants a year to a peak of over 8000 per annum. The courses are now devised to include people aged 9 to 90 years or age and including the disabled. What makes it such a success? Outcome The aim is to produce a non-fiction historical book that is also a ‘good read’ because of the memoir element to it. Part one of this project is the collection of the oral history. Part two is a compilation of stories into a publishable manuscript. These two parts are being conducted as part of Ms Helen Klaebe’s Master of Creative Writing studies. The publication/ added pictures etc. is part three, and is an option to OBA in conjunction with Ms. Klaebe at a later date.

The oral history will be the public record and recognition of OB Australia. The book will be a marketable product recognising the human face of OBA. Expected benefits Your involvement in this project will not directly benefit you. However it is hoped that this project will capture a piece of important, post war, contemporary Australian history , while also benefiting the OBA organisation itself, as a testimony of how a non profit non government organisation can change and grow and stay relevant in the new 21st century. Confidentiality The information given by interviewees during this project may or may not be used by Ms. Klaebe to be used in the writing of this book for publication, the collection of this oral history could be kept as public record in a State and or National Library and as a collection piece of OBA. The information may also be used by Ms.Klaebe or OBA for further articles in publications such as broadsheet newspapers, organisational newsletters, magazines. The project may be discussed on radio. This would be purely for promotional benefit for the project. Voluntary participation Participants are advised that their participation is voluntary. Individual’s participation in the research, the collection of data for a QUT purpose, and the subsequent use / publication of this data, requires consent. Your decision whether to participate in this project is voluntary, and you can withdraw at any time without comment or penalty. You decision will in no way impact upon your relationship with QUT or OBA.

Questions / further information For additional information about the project, or to have their questions answered. Helen Klaebe (QUT research masters student) : [email protected] Phone 07-3870-0165 or P.O. Box 4099, St. Lucia South Q 4067

Or Tim Medhurst (staff member of OBA from 1976 and CEO of OBA 19972002,and current member of OBA Board) Phone 0417 068682 or [email protected]

Concerns / complaints Potential participants should be advised that if they have any concerns or complaints about the ethical conduct of the project they should contact the Secretary of the University Human Research Ethics Committee on 3864 2902, by email on [email protected] or by post at GPO Box 2434, Brisbane, Q, 4001, Australia.

Appendix 4

CONSENT FORM More than we think (working title) 50 year history of Outward Bound Australia

By Helen Klaebe Contact details: [email protected] Phone: 07-3870-0165 or P.O. Box 4099, St. Lucia South Q 4067 Supervisor: Ms. Donna Lee Brien, [email protected]

By signing below, you are indicating that you: •

have read and understood the information sheet about this project;

•

have had any questions answered to your satisfaction;

•

understand that if you have any additional questions you can contact the research team;

•

understand that you are free to withdraw at any time, without comment or penalty;

•

understand that you can contact the research team if you have any questions about the project, or the Secretary of the University Human Research Ethics Committee on 07 3864 2902 if they have concerns about the ethical conduct of the project; and

•

agree to participate in the project.

Name Signature Date

/

/

Appendix 5 20th January 2003

Hi! As you may be aware 2006 will be the 50th anniversary of Outward Bound’s operations in Australia. In the lead up to this time the Board of Outward Bound Australia (OBA) have decided to collect and compile an oral history of our first 50 years. The Board have asked Helen Klaebe, who is doing her Masters of Creative Writing Studies at the Queensland University of Technology, to collect this information. Helen will be collating this information into a publishable manuscript. With this information OBA would then be looking to publish a significant book on the proud past, present and future of OBA. Helen will be interviewing a broad range of past and present staff, participants, board members and supporters. This letter is to ask for your involvement in this project. Helen will be contacting you as your name has been given to her by the Board. If you have any queries about this project please contact me on either 0417 068682 or [email protected] If you have any suggested further contacts, documents or photographs please contact Helen. Yours sincerely,

Tim Medhurst Board member Outward Bound Australia

Appendix 6

Check list for recording Equipment • Minidisk player/recorder • External microphone and stand • Headphones • Power plug • Line in cable for cassette recorder • Cassette recorder • Minidisks • Tapes Setting up • RHS- phantom button on • Plug microphone into Left mic. Line • LHS digital out –off • Plug line in into left hand line out plug • Other end into mic plug of cassette recorder • Make sure tape counter is on 0000 • Speed control in the middle • Mic sense on low • VOR- off • Tape in and rew. • Press play/rec and pause • Plug electricity into minidisk recorder through DC in plug (LHS) On top of minidisk recorder (from L to R) • SP/LP- on SP • Mono • Stereo-middle • Obd-dec. 0- which is to the far left • Source- mic. • Limiter- manual –which means you need to adjust the knobs at the front yourself • Flat- in the middle • Analog. (not digital) • LSR- off To record • Do a sound check to get the levels reading between 12 and 6. • Erase sound check by selecting ‘All erase’ with the edit buttons • Select enter- it will repeat the command • Select enter again To start • Press record • Release the record button on the tape player If you need to stop to turn over the tape during the interview • Press stop on the disc recorder and when you restart, say eg.side two, tape 1 of Sir Fredrick interview, or whoever. KEEP AN EYE ON THE TIMER AND DO NOT GO OVER 70 MINUTES PER DISC!

Appendix 7

Interviewee:

Ron Hatchett

Interviewer:

Helen Klaebe

Date:

17.2.03

Reference:

2 Ron Hatchett (RH) Helen Klaebe (HK) One

No. of Tapes:

--------------------------------------------------------------------------------------------------

SIDE A OF TAPE HK: Can you tell me about how you first became involved with Outward Bound Australia?

RH:

Well, it was through being involved in Legacy that

caused me to become involved with Outward Bound and the person that was the link between the two was Fred McAlister. Fred was a very prominent member of Sydney Legacy. He was a past President of Sydney Legacy.

HK:

Everyone has mentioned his name so far. He must

have had a lot of contact with the place?

RH:

Yes, he was just an outstanding person, a brilliant

bloke, and he persuaded me in having an interest in OB, which didn’t worry me because I enjoyed the spirit of OB. I knew about it and so, I was happy to go on and become involved.

HK:

Were you working then, had your own business

then?

RH:

Yes, I was working in the commercial world.

HK:

So what year would that have been?

RH:

I think it was about 30 years ago, so that would be

the early ‘70’s when that occurred.

HK:

So your role initially, was it to do with accounting?

RH: There was a Council in those days as well as a Board and I joined the Council, which used to meet monthly, as I recall. We

Appendix 8 QUT Creative Industries Research & Applications Centre (CIRAC) Ph: 3864 1163 (B): 0400 303 013; Email: [email protected]

11 August 2003 Mr Ron Hatchett 17 Carranya Road Riverview, NSW 2066 Dear Ron Once again let me thankyou very much for your valuable contribution to the historical collection for Outward Bound Australia. I recognise that the time and energy you gave was generous and informative. As promised, I have attached a copy of the transcript of our interview. The transcript is an attempt at a word-for-word record of the contents of our conversation. Please read through the transcript when you have a spare moment. If there are any parts of the record that you feel have been transcribed incorrectly, please do not hesitate to let me know. If I don’t hear from you, I can assume that you are happy with the translation and I can proceed in collating it with the others for the collection. The first time people read a transcript of their own conversation, they are sometimes concerned about the grammar and the lack of coherence in parts etc. Be assured. This is very normal in the case of transcripts. The written word rarely does complete justice to the content and essence of natural conversation. I felt similar when I read the transcripts of the first oral history interviews I conducted and few years ago. I am now comfortable, that real conversation should show apparent discontinuities of thought and speech. Thankyou again for your participation. The manuscript of the 50 year history of Outward Bound is progressing well and should be complete by May 2004. Excerpts from the oral history transcript collection will appear in the manuscript, so I will stay in touch to keep you informed. Kind regards and heartfelt thanks,

Helen Klaebe Masters Research Student QUT Creative Industries Research & Applications Centre (CIRAC) B Block, Room 505, Level 5, Gardens Point Campus Alice street, Brisbane, QLD, 4000

Appendix 9 Dear

You will see the same instructions each time as I will send the same to every one... Please read through the chapters and check you are happy with the quotes etc. I have marked in Red, if there are questions I still wants answered- you will be able to work out who can respond. I have verified facts with other sources so you really have to just read and let me know if your happy. Please feel free to open the doc and make changes in a different colour or font, or even at the bottom of each chapter and email it back. Alternatively, if you do not feel comfortable with the computer, then call me and I will 'type in changes as we talk'. (ph: 07 3870 0165- leave a message if I don't answer) I do need your comments ASAP (within a week, otherwise I will assume you are happy with the chapter and have no alterations). Pease feel free to make alternative suggestions for chapter name also. Kind Regards Helen

Appendix 10 Chapter two:

Getting started in Australia

(From James: see below further amendments to Rob's copy) Adrian Curlewis was born on the 13th of January 1901, at the turn of a new century, in the infancy of Australian Federation. Son of prominent Sydney Judge, Herbert Curlewis, and famous author mother, Ethel Turner, the young Adrian grew up accepting the notion of the importance of a sense of duty towards community and country. It was, however, major personal turning points in Curlewis’s life which were to determine in what part of Australian society he would concentrate these efforts. The first of these was in 1919, after witnessing a man drown. Perhaps this was the catalyst which prompted Curlewis, passion about Australian youth and their physicality within their environment. He became an early active member of the Australian Surf Life Saving Association from date, which was only formed in 1907, later becoming its president in 1933. Becoming a barrister in 1928 only paved the way for further community service involvement and a series of honorary government positions. In 1935 Curlewis was appointed Chairman of the Shark Menace Advisory Committee to the NSW Government, which resulted in the meshing nationally of beaches in Australia, in 1936. Prior to meshing at least one fatality from shark attack occurred at Sydney beaches alone each year. No one has died from a shark attack at any meshed beach in Australia since. In 1936 he became a foundation member of the NSW Blood transfusion League (later known as

the Australian Red Cross), and was one of the first to donate blood in that state. Lifesaving also led to his appointment as NSW member of the Commonwealth National Fitness League in 1939. When WWII was declared, Curlewis gave up his law practice to serve with the Australian military forces in the Intelligence Corps. With the fall of Singapore in 1942, he was taken prisoner and held captive as a POW for three and half years, which included time in Changi and working on the notorious Burma railway as a member of F- Force or Death Force as it was known. Surviving captivity and returning to Australia, his commitment to serving the Australian community grew. In 1948 he resumed his commitment to the NSW National Fitness Council as Chairman while also undertaking the Chairman’s position on the Red Cross Appeals Committee. From 1950 Curlewis was also involved in Rotary, particularly in their youth projects. In 1956, as Judge Curlewis he was appointed/elected President of the International Surf Life Saving Council. At this point, Outward Bound (UK) identified Curlewis, with his overwhelming passion and support for youth and their physical well-being, as the perfect person to help find a suitable founder to establish the organisation in Australia. And so, the OBA story began in a meeting at the Australia Hotel, Sydney, in February 1956. Commander T.G. ‘Tommy’ Bedwell, an Englishman and an earlier Director of OB UK, was visiting Australia on business. Now considered “an elder statesman who had done so much for the UK Trust,” Bedwell was then keen to spread his enthusiasm for OB and discuss the possibilities of a

school in Australia and had been asked by HRH Prince Philip, world Patron of OB and keen Kurt Hahn supporter, to represent him on what was a fact finding mission. Bedwell was introduced to Curlewis by Rear Admiral H.J. Buchanan, an Australian Bedwell had known through their careers in the Navy. James Buchanan: My dad joined the Royal Australian Navy at age 13 in 1916 and, after a very distinguished career, retired in March 1957 as Rear Admiral H J Buchanan CBE DSO13, known to all his friends as ‘Buck’. From the outbreak of World War II he was on loan service14 to the Royal Navy. In 1940, while supporting the retreating French army up a Dutch river, his Destroyer was sunk by German bombers. He beached the ship and evacuated his crew in scrounged buses to Dunkirk and back to UK, shortly thereafter returning to Dunkirk where he spent some 6 days in the sand dunes and at the 13

CBE- Commander, Order of British Empire- Instituted in 1917, this Order rewarded prominent citizens (military or civil) for distinguished services rendered of a non-combatant nature. (Helen only note: Adrian Curlewis was also made a CBE but presumably in the civil division of the Order - there was KBE, CBE, OBE and MBE - all have since been replaced here by the Order of Australia series AK, AC, AO, AM and OAM) DSO -Distinguished Service Order - Instituted in 1886, the DSO rewarded officers of the armed forces for distinguishing themselves in active service against the enemy. (Helen only comment - my copy of the DSO Statute requires recipient to be a commissioned officer but has no stipulation as to rank - it was customary for the DSO to be restricted to more senior officers, with the DSC (cross) and DSM (medal) to junior officers and non-commissioned personnel respectively) 14 Admiral Buchanan was on loan service to Royal Navy (RN) from 1938 to 1941 and then served with the Royal Australian Navy (RAN) from that point on. During WWII both RN and RAN ships were under the command of Lord Mountbatten. (Suggestion - maybe more accurate to say "During WWII RAN ships were often deployed under British command")

harbour, in charge of co-ordinating the historic evacuation of 336,000 British troops into ships and boats (under constant air attack) as Hitler's Wehrmacht overran France and Belgium. He was probably the last allied serviceman to leave Dunkirk, being evacuated in a motor torpedo boat as the Germans finally reached and captured the harbour. Subsequently he was decorated (DSO) and given another Destroyer to command, until in 1941, Mr Curtin — then Australian Prime Minister, recalled all Australian defence personnel to Australia as Singapore fell, and so our family returned to Melbourne. For much of the rest of WWII he was Captain of the 7th Destroyer Flotilla in the Pacific and, amongst other things, supported the recapture of Burma by British and Indian forces under Sir William Slim. In September 1945, as Captain of a destroyer, he was probably the first Allied Officer to land in Japan, having been put in charge of the landing party which occupied the Yokosuka naval base and dockyard in Tokyo Bay, and he subsequently attended the surrender aboard the American battleship USS Missouri, at anchor in the the bay. After the war he commanded two cruisers, and later the aircraft carrier HMAS Sydney. In the early 1950s Buchanan was Commodore of the Navy's main training base in Victoria, and his last position as Flag Officer in Charge of East Australian Area where he took an active interest in the Garden Island Naval Dockyard’s civilian apprentice training.

This combination of community leader (Curlewis), and Buchanan with his distinguished Naval career was the same as that which had founded the Outward Bound school in the UK and, apparently, the coincidence was not lost on Tommy Bedwell. That night at the Australia Hotel, Commander Bedwell recounted some of the history of the Outward Bound style of education, and Judge Curlewis, who had never heard of the organisation before as he later described, in an 1976 interview (he was then His Honour Sir Adrian Curlewis CBE- what does this stand for? (see footnote above, same decoration as Buchanan but presumably civil division of the Order) “took the bait: hook, line and sinker!” Before returning to England, Bedwell threw Curlewis the challenge “There’s the scheme - Now please start it in Australia,” and in true Australian style, Curlewis took the challenge and ran with it. He first approached various private employers and business leaders, only to be repeatedly told, “When you’ve got it going, come back and see me.” (AC p47) Sir Adrian Curlewis: (1976 transcripts) I didn’t know where to start. I talked to friends and told them as much as I could, repeating the different things that had been told to me about it but I had no samples to sell them or show them. (AC p 47) But he finally managed to form a committee from the army, navy and air force, eventually one of whom was Admiral ‘Buck’

Buchanan who subsequently became the president of the newly formed Outward Bound Memorial Foundation. James Buchanan: It was undoubtedly in those two years, 1955-57, as the local Sydney Admiral, that Dad came in contact with Judge Curlewis. I think their outlook had much in common, and Mum was a close friend of Lady Curlewis even long after dad died of cancer in March 1965, aged only 63. Despite their best efforts, the committee found it difficult to raise the necessary funds to get OB up and running. As well, the first real hurdle, was where to house such an organization. While not a proper ‘school’ definition of school again! (??? while OB was not a 'school' in the ordinary sense of the word.....???) a physical base still needed to be established. Sir Adrian: It so happened that at the time I was also Chairman of the National Fitness Council in NSW, a position to which I had been appointed in 1948. National Fitness had a magnificent new area down at the Narrabeen Lakes, west of Sydney. So as chairman for OBA, I wrote to the Fitness Council chairman (myself) and asked would they please try and give us assistance and provide an area where we could hold the first school. I then wrote back to myself, saying we would be delighted to assist the Outward Bound movement.

The Narrabeen centre, about 30 kilometres west of Sydney, had the added benefit of already possessing the required infrastructure, including accommodation huts to house the participants for the inaugural OBA course. Sir Adrian: It involves quite a number of things to run a course for 80 to 100 young people, but the National Fitness, which was, shall we say, a department within the Department of Education in NSW, had money provided by the government, and by getting my committee on the National Fitness Council to enthuse themselves, the first “guinea pig” course was able to be held.” (AC p 47)

Chapter 2B:

Inaugural beginning

On November 24, 1956, the first OBA course was held. Fifty boys aged between 16-18 years attended the 26-day course, at a cost of ₤30 each. This fee was either paid for by the boy’s employee, or they were sponsored privately — usually by their own family. A great deal of correspondence between OB UK and the Australian Curlewis/Buchanan contingent ensured that the procedures and practices matched. The then Chairman of the Outward Bound UK Trust, recalls that time in the book Outward Bound, by David James(1957). Sir Spencer Summers: We were so impressed with the calibre of those who had launched the scheme [in Australia] and with their ambitions and determination that it was decided that I should go out to get it better known and to give all possible help and advice. In fact, Sir Spencer, having been knighted earlier that year and also a retired Member of the UK Parliament, ensured his visit would be newsworthy. He arrived ten days before the inaugural course began and stayed till near its completion, also visiting the Melbourne Olympics while in Australia (ACp48)

Sir Spencer:

Twenty five school boys and twenty five boys from factories and offices came and took part in sailing, athletics, water skiing and expeditions in the bush. They learnt self defence, first aid and bush craft. They each described to their contemporaries the life or work from which they came. They had lectures from Jesse Owens15, the famous coloured athlete, on ‘Citizenship’ — a truly wonderful lecture it proved to be — and from Chris Brasher16, fresh from his triumph in the Olympic steeplechase at Melbourne, on his experience as a boy at Aberdovey on an early Outward Bound course. The first Outward Bound course to be held in the Southern Hemisphere was heralded as an ‘outstanding success’. any comments from the paper/you at that time? Note from James:

Helen:

I am impressed and very pleased with the way you have put all this together, and I think you have done considerable justice to both Adrian and Buck. I have opted to add on to the amendments already provided by my brother Rob, and have followed his system of using the menu item "Tools - Track Changes".

15

1913–80: US track star. Owens won four gold medals in the 100metre, 200 metre, broad-jump and 400 metre relay at the 1936 Olympic Games in Berlin, which upset Hitler's theories of Aryan superiority. After 1955 he became involved with the Illinois youth commission.

16

1929-2003: UK athlete. Brasher won Britain's first Olympic athletics title for 20 years, in the steeplechase for the 1956 Olympics

Items in bold are for your own information rather than inclusion. You will see that I have researched Buck's war history a little more closely - I hope it hangs together OK. Best regards

James

Appendix 11 Partnerships with an Oral Historian Presented by Helen Klaebe for the IOHA conference in Rome, Italy, June, 2004.

Oral history research methodologies are growing in popularity as an instrument of capturing contemporary stories or voices, of the local, personal, public and the global experience. A corporate or global organisation can benefit from partnering with an oral historian to produce collections that are relevant and useful to both, but superior methodology is essential.

Oral history draws on an intuitive, yet understated, wisdom to recall and interpret. Such a participatory type of research is highly plausible for researching and recording global organisations, as it can bridge a gap between the academic/ institutional and the broader outside world. The epistemological approach taken to the oral history procedures thus becomes of paramount necessity for credible success.

This essay outlines the chief approach and associated methods used to unite a mediated oral history of the organisation, Outward Bound Australia (OBA), which involved collecting and interpreting the words used and text generated by participants to communicate their stories about OBA and related phenomenon. (Buchanan, 2003)

Kurt Hahn the educator and founder of Outward Bound and other experiential education institutions such as Duke of Edinburgh Awards and United World Colleges(Lavin, 1996; Stetson) was also passionate about ancient Greek philosophers, who also valued the art of passing on knowledge or shared thought through oration — knowledge that began as an oral history. Hahn’s theory of outdoor education has been investigated and expanded worldwide in the last 70

years with mottos such as, “You are more than you think”, “to strive, to serve and not to yield” and “your disability is your opportunity.”

My task as a creative non fiction writer was to construct a book manuscript that encompassed the history and stories from a cross section of contemporary post WWII Australians that have been involved with OBA over the last 50 years as founders, instructors and participants. It inquires into this non profit non governmental organisation’s methodology and observes its relevance to Australians today, still attracting 5000 participants a year to courses.

Outward Bound, now in forty countries globally, encourages individuals to find a better understanding of themselves and of others, raising those individuals’ standards, expectations and achievements. A collection of stories about such community minded, pioneers of post war Australia, and the legacy they created embodies a growing spirit through the subsequent stories from each party involved within this organization.

A mediated oral history approach was used to facilitate dialogue amongst past and present OBA founders, staff and participants and researcher about matters related to their history spanning the first 50 years of operation. Oral history techniques demonstrated to be the preferred approach as a way of cementing known recorded facts and adding colour to the formal historical timeline, while giving credence to ‘real’ people’s stories. This mediated oral history was also exploratory — aiming to progressively unveil the unquantified phenomena of OBA and its affect and position within the Australian post war community and culture.

An initial oral history collection had been commissioned by the OBA committee as a stopgap measure to ensure founders’ unrecorded historical memory was not lost. In fact, research uncovered from meeting minutes revealed that the task of recording history accurately had been a concern, yet not acted on, nearly 20 years prior. (OBA Annual report 1989/90, 1990) By producing a book from the oral

history collection, the stories would be easily accessible to everyone interested, within or outside the Outward Bound community.

OBA is an organisation of people more concerned with the ‘doing’ than the recording of milestones in a formal historical manner. Much documentation has been written dedicated to the psychological and physical effects of their outdoor education style but little effort has been given to documenting the history of the institution itself. (Neill, 2003)OBA, like Outward Bound International and other organisations around the world, have a regular turn over of staff, committee and board members. The formal history may be recorded in the meeting minutes, but this does not tell the whole story of an organization. The personal interpretation of events can colour a very black and white picture.

Financing such a project is always a struggle within any non profit organisation, yet the social consciousness of our society and how people interact within it is of crucial historical significance in understanding who we are as a society now, in the past and future. Working to overcome this problem then became the challenge that was solved though an organisational and tertiary partnership.

Tertiary Institution partnerships with community and industry can be beneficial to all parties. Queensland University of Technology’s (QUT) Creative Industries encourages innovative and cutting-edge research methodology that allowed a significant part of my research to be the creation of primary source material in the form of an oral history collection. New trends in industry and the corporate world towards Oral History need to be realised and incorporated into more tertiary study programs. The tacit knowledge extrapolated from the general population in relation to research is of growing cultural significance in social history and needs to be regarded highly. (Swap, Leonard, Shields, & Abrams, 2001) This knowledge needs to be accessible to be effective however, making the book manuscript also substantial.

The relationship between QUT, Outward Bound Australia and OB International enabled the final publication costs to be met, recognising the oral history as a plausible methodology considered relevant and of great social importance by tertiary, national and global organisations.

The philosophical justification of Oral History as a credible social science, the ethical elements and procedures involved, the ordered technical knowledge, the art of interviewing and data collection practices were all important factors to consider. Oral history practices for organisational projects need to be of a high standard to ensure its continuing credible usefulness, not only for the publication of this 50 year history, but as a primary source of information that is able to be accessed in subsequent years.

The validity and appropriateness of mediated oral history research was explored and analysed. History has shown that before the development of writing, all history was oral. (Moss, 1988) In his book about aboriginal myths and fables, Reed, an anthropologist, concedes there are problems converting the oral stories of one culture into the formal writing or another. (Reed, 1999) As the interviewer, and of the same culture as the people I interviewed, our differences, in gender, age, ability, socio economic position and multi cultural ancestry could never all mirror my own and so was deemed inappropriate for me to presume I could speak on their behalf — their stories however, could speak for themselves.

As a collection of interviews inclusive of many different viewpoints from within the organisation, I believed this oral history collection could become more reliable and interesting for the reader, than a simple series of archived documents. New trends towards living history are gathering momentum. There are established collections globally in libraries, universities, government departments other museums and art galleries and with new technological breakthroughs, these collections can be accessed at ones fingertip from nearly any where on our planet. International and National organisations or

communities are recognising the inferred benefit of creating such collections that are self related. (Adaminaby Snowy Scheme Collection, 2003)

Until the interviewing process begins, the interviewer has no idea of the richness of the material interviewees will share. The interviewer thus needs to be aware “of the peculiarities of memory, imaginative in their methods of dealing with it, conscious to its limitations and open to its abundant treasures.” (Ritchie, 1994)

No one sees the world in exactly the same way, an observation which can raise questions about the interviewees’ truthfulness and their perception of reality. During each interview for this project, I needed to mentally consider and make note of: whether each participant was a credible witness, if the information they were sharing was their own first-hand knowledge, what biases may be present (or have been present), that could shape their original perception of an event, and how they feel now about events that took place in the past.(Barker, 1994)

Oral traditions are documents of the present, because they are told in the present. Yet they embody a message from the past, so they are expressions of the past at the same time. They are the representation of the past in the present. (Vansina, 1985)

Vansini suggests that the historian of the collective and oral histories must understand the importance of reflecting the traditions of both past and present, “in the same breath.” (Vansina, 1985) To do this, my project needed to forge a new interpretation of past events which fuses both OBA’s memory and its history.

In the same way as an actor on stage does not know what is happening elsewhere around that stage, the main characters within an organisation cannot always identify whole events that occur even when they are involved in them. To overcome this, I targeted many people from different standpoints within the same

timeframe, so I could piece together the puzzle of history from a variety of perspectives.

Historians, like all individuals, can reshape memories to make new sense out of past experiences. (Ritchie, 1994) This became evident whilst interviewing as participants would recall, and then reflect on certain events. Familiar comments like, “I have not thought about that in over 20 years,” and then recall in amazing detail. Afterwards they are often overwhelmed by the strength of their feelings and need time to be able to debrief, or make sense of their responses to these earlier events within the context of today’s society. Historians and individuals can both benefit from hindsight. “Like historians, individuals reinterpret their historical memories and recast earlier judgments. Memories may mellow over time” (Ritchie, 1994)

Philosophical Hermeneutics is not a means of solving ethical or legal dilemmas, or of devising a procedure for understanding. Understanding nevertheless involves ethics because of the involvement of human freedoms and behaviours, and thus the OBA project aimed to be cognisant of this. To clarify the conditions under which understanding or meaning occurs, ethical protocol needed to be developed and adhered to.

This participatory yet interactive type of research produced an abundance of information which I needed to characterise; deciphering this information into its distinguishing features and discovering where information intersects and overlaps. The ethical, legal and technical methodology used in collecting the oral history of OBA needed to be of a standard suitable for the ultimate donation of tapes and other records to the National Library of Australia. (The project is also registered as an ongoing oral history project with the National Library of Australia) Cross checking of transcripts with formal historical evidence for verification, or to, “close the methodological gap,” occurs to meet the rigorous demands imposed by social sciences. (Ritchie, 1994)

The very nature of OBA as a holistic and complex organisation makes these individual life stories about their involvement with OBA of importance. The potential richness and the highly contextual nature of talking with an individual or a group involved with the organisation also gave me insight and provided cultural context for the time frame.

Simultaneous use of multiple information sources helped to refine the research design and collaborates the findings identified in interviewees’ transcripts. These sources included OBA documents, participants’ observations, written correspondence through letters, email and semi formal interviews with staff and participants.

Humans elect to engage and contribute practically toward their complex world. We do this through the search for authenticity and our collaboration with each other. This, so far, rings true with a global organisation such as Outward Bound, which has an ethos centred around its commitment to all people in the community; making an oral history of ‘all the people’ involved with OBA a most appropriate methodology in attempting to capture their collective spirit.

The project’s written text (a book length manuscript) uses the oral history as a connecting value — connecting old with the young, the academic/ institutional with the broader global outside world, and as the formal connection in the interpretation of their history.

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Oral History Transcript Collection The transcript collection of interviews created is over 500,000 words and is not included in this exegesis, but the interviews are listed in this bibliography. While oral history interviews are not listed in all referencing guides, advice was sought and used regarding the format from the Oral History Department of the State Library of NSW.

Personal Communication Personal communication includes significant interviews conducted by emails or letters with me where consent had been approved in writing by the participant. The participant’s listed here also had the same opportunity to scrutinise the final use of there contribution. Small contributions were also recorded but are not included in this bibliography.

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Porter, J. (2004) "2003 Bushfire-correspondence with Helen Klaebe by email," Raines, E. (5.5.03) "Interview by letter with Helen Klaebe," Reddrop, S. (n.d.) Outdoor Progams for young offenders in detention, Hobart: National clearing house for youth studies.

Reed, A. W. (1999) Aboriginal Myths, Legends and Fables, Sydney: Reed New Holland.

Richardson, D. and Kumar, S.(2004).Emergency response to the Canberra Bushfires.15.7.04.from www.mja.com.au/public/issues/181_01_050704/ric10039_fm.html

Riches, G. (17.2.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Riches, K. (2003) "random memories- correspondence with Helen Klaebe by email,"

Ritches, A. (3.4.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Ritchie, D. (1994) "Foreward", in J, J. and G, E. (ed.) Memory and History Essays on recalling and Interpreting Experience, Lanham: University Press of America, pp. vi, viiii.

Robinson, S. (2003) "correspondence/interview with Helen Klaebe by email," Stetson, C. P.

Stodart, K. (17.3.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Swap, W., Leonard, D., Shields, M. and Abrams, L. (2001) "Using mentoring and Storytelling to Transfer Knowledge in the Workplace", Journal of Management Information Systems, vol.18, no.No. 1, pp.95-114.

Sydney Morning Herald (1958) "£25, 000 Appeal to Help Youths," Sydney Morning Herald, (19.11.58),

Tharwa Primary School (1989) Tharwa- a living history, Canberra: ACT Schools Authority.

The Age.(2001).Election 2001 Feature - Politicians: Why don’t we trust them?2.5.04.from http://www.education.theage.com.au/pagedetail.asp?intpageid=71&strsection=st udents&intsectionid=0

The Sun Herald (1956) "Check to Child Delinquency- School will be tough," The Sun Herald, (1.7.56),

Thomas, D. and McAndrew, M. (1998) Born in the Hour of Victory- Cranbrook School, 1918-1993, Sydney: Playright Publishing Pty Ltd.

Thomas, M.(2002).The potential Unlimited Program: An Innovative Approach To facilitating Adjustment to Brain Injury.16.4.04.from http://www.conferenceplus.com.au/BIAT/Papers/Thomas.htm

Thompson, P. (1988) "Believe it or not: Rethinking the historical interpretation of memory", in Stricklin, D. a. S., R (ed.) The past meets the present, Lanham: University Press of America, pp.

Tonkin, E. (1992) Narrating our past- The social construction of oral history, Cambridge: Cambridge University Press.

Turley, J. 2004 "correspondence with Helen Klaebe by email,"

Vansina, J. (1985) Oral tradition as a history, Madison: University of Wisconsin. Historians, are Archeologists your siblings? (1995) Retrieved from http://www.hnet.msu.edu/~africa/africaforum/Vansina.html

Vassallo, L. (27.5.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Wheatley, M. a. K.-R., M (1996) A simpler way, San Francisco: Berrett-Koehler Publishers, lnc.

White, G. a. S. (29.5.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Williams, E. (2003) "Interview by letter with Helen Klaebe," (letter)

Wincer, G. (16.2.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Witham, D. a. J. "correspondence by email,"(email)

Wood, J. (2003) "Between Two Worlds: meta narrative and creative history", Oral History Association of Australia, vol.25, 44-49.

Worthy, L. (26.5.03) "Interview with Helen Klaebe," OBA oral history collection (audio recording)

Old Tallangatta: The town that moved in the 50s (1998) Retrieved 7.4.04, from http://www.tourisminternet.com.au/tallold.htm

Section Two

Outward Bound Australia theory and research: a reference volume This is a comprehensive list from the OBA Research Library. While not all used as direct sources, they were very useful for finding background information and verifying interviewees.

General Hattie, J., Marsh, H.W., Neill, J.T. & Richards, G.E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-67.

McKay, H. (1969). A study of attitudes and reactions: Outward Bound. Consensus Communications Research, Sydney, NSW, Australia.

Neill, J.T. (1997). Gender: How does it affect the outdoor education experience? Paper presented to the 10th National Outdoor Education Conference, Sydney, Australia, January 20-24.

Richards, G.E. (1975). Leadership and Outward Bound Bound. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1976). A sociological view of a Standard Outward Bound Course with a particular reference to aspects of socialisation. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1976). Some psychological bases and aspects of Outward Bound. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1977). Some educational implications and contributions of Outward Bound. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1986). Outdoor education and Outward Bound. Independence, 10 (1), May.

Richards, G.E. (1984). Principles, Techniques, & Developments in Evaluating Outward Bound and related learning by experience programs: A perspective. Paper presented to the Australian Association for Research in Education National Conference, Perth, November.

Richards, G.E. (1987). Outdoor education in Australia in relation to the Norman conquest, a Greek olive grove and the external perspective of a horse’s mouth. Keynote address presented at the 5th National Outdoor Education Conference, Western Australia, January.

Zelinski, M. & Shaeffer, G. (1991). Outward Bound: The inward odyssey. Beyond Words, Oregon, USA.

Special Programs Backhouse, M., Craig, D., Packer, J. (1978). A Review of the Outward Bound Spring Board - Board Course for slow learners. Outward Bound Australia: Canberra, ACT, Australia.

Gouvernet, P.J. (1988). Motivation and Self-Regulation. Unpublished Masters thesis, University of Sydney, NSW, Australia.

Hill, M.A. (1982). Pilot evaluation of an Outward Bound course experience for Odyssey House residents. School of Psychology, University of NSW, Sydney, Australia.

Marsh, H.W. & Richards, G.E. (1988). The Outward Bound Bridging Course for low achieving high school males: Effect on academic achievement and multidimensional self-concepts. Australian Journal of Psychology, 40, 281-298

Neill, J.T. (1996). Program for the vision impaired: Summary of pilot study. Outward Bound Australia, Canberra, ACT, Australia.

Outward Bound Australia (c. 1988). Outward Bound and Troubled Youth: The Treatment Outcomes Literature. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1979). Outward Bound and the education of mentally handicapped people: A review of a unique approach. Paper presented to the 2nd joint conference of the Australian Association for the Study of Mental Deficiency and the Australian Association for the Mentally Retarded, October.

Richards, G.E. & Richards, M.F. (1981). Outward Bound Bridging Course 1981: An investigation and evaluation of an Outward Bound Remedial Program. Outward Bound Australia: Canberra, ACT, Australia.

Management Programs Barrett, J.D. (1990). A Research Evaluation of the Developmental Outcomes of an Outward Bound Management Training and Corporate Development Program. Outward Bound Australia: Canberra, ACT, Australia.

Mason-Cox, S. (c.1989). Locus of Control and Management Training Programmes. Leisure Studies, University of Techology Sydney, NSW, Australia.

Neill, J.T. (1995). Two management development programs: Summary of research. Outward Bound Australia, Canberra, ACT, Australia.

Richards, G.E. (1984). An interim analysis of the effects and post-course changes of students on a Standard Outward Bound Course designed for commerce and industry. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1986). Outward Bound Management Programs: Analysis of effects and follow up results. Outward Bound Australia: Canberra, ACT, Australia.

School Programs Craigie, S. (1996). The Effect of an Outward Bound experience on the SelfConcept of Year Nine and Ten Boys. Unpublished Honours Thesis, Faculty of Education, University of Sydney, Sydney, NSW, Australia.

Goodman, C. (1995). Outdoor Education and Psychological Resilience in Adolescence. Unpublished Graduate Diploma Thesis, Department of Psychology, Monash University, Melbourne, Victoria, Australia.

McDonald, T. (1997). Outward Bound and Adolescence: Self-esteem and sex role characteristics. Unpublished Masters Thesis, University of Canberra, ACT, Australia.

Neill, J.T. (1994). The effect of Outward Bound High School Programs on adolescents’ self-concept, mental health, and coping strategies. Unpublished honours thesis, Division of Psychology, Australian National University, Canberra, ACT, Australia.

Neill, J.T. (1997). Outdoor education in the schools: What can it achieve? Paper presented to the 10th National Outdoor Education Conference, Sydney, Australia, January 20-24.

Neill, J.T. & Heubeck, B. (1995). Abseil anxiety and confidence: A pilot study. Australian Journal of Outdoor Education, 1, 28-30.

Neill, J.T. & Heubeck, B. (1995). Insights into adolescents’ mental health during Outward Bound programs. In Proceedings of the 1995 National Outdoor Education Conference, 16-20 January, Gold Coast, Australia.

Neill, J.T. & Heubeck, B. (1997). Adolescent coping styles and outdoor education: Searching for the mechanisms of change. Paper presented to the 1st International Adventure Therapy Conference, July 1-5, Perth, Western Australia, Australia.

Nussbaumer, I.R. (1989). Physical self-concept and outdoor education. Unpublished Masters thesis, Faculty of Education, University of Western Australia, Perth, WA, Australia.

Parle, M.D. (1986). The role of self-efficacy in Outward Bound: An investigation of a high school course. Unpublished Honours thesis, Psychology, University of New England, NSW, Australia.

Parle, M.D. (1986). A study on the role of self-efficacy in an Outward Bound School Course: A summary. Outward Bound Australia: Canberra, ACT, Australia.

Spinaze, M. (1986). Changing self-concepts: Outward Bound school programme impact. Unpublished Graduate Diploma Thesis, Brisbane College of Advanced Education, Queensland, Australia.

Challenge Programs Fielding, K.S. & Hogg, M.A. (1997). Social identity, self-categorization and leadership: A field study of small interactive groups. Department of Psychology, University of Queensland, Brisbane, Queensland, Australia.

Fry, S.K. (1992). The Effects of Personality Traits and Situational Variables on Mood States Experienced During Outward Bound Standard Courses. Unpublished Graduate Diploma Thesis, Division of Psychology, Australian National University, Canberra, ACT, Australia.

Fry, S.K. & Heubeck, B. (1998). The effects of personality and situational variables on mood states during Outward Bound wilderness courses: An exploration. Personality and Individual Differences, 25, 649-659.

Marsh, H.W. & Richards, G.E. (1988). A test of bipolar and and androgyny perspectives of masculinity and feminity: The effect of participation in an Outward Bound program. Outward Bound Australia, Canberra, ACT, Australia.

Marsh, H.W., Richards, G.E. & Barnes, J. (1986). Multidimensional selfconcepts: The effect of participation in an Outward Bound program. Journal of Personality and Social Psychology, 50, 195-204.

Marsh, H.W., Richards, G.E. & Barnes, J. (1986). Multidimensional selfconcepts; A long term effect of participation in an Outward Bound program. Personality and Social Psychology Bulletin, 12, 475-492.

Morrison, B.E. (1994). The emergence of social-cooperation: A field study. Paper presented at the 23rd Meeting of Australian Social Psychologists, Queensland, Australia, April/May.

Morrison, B.E. (1996). Social cooperation: Theory and paradigm. Paper presented at the 11th General Meeting, European Association for Experimental Social Psychology, July 13-18, Gmunden, Austria.

Morrison, B.E. (1997). Social cooperation: Redefining the self in self-interest. Unpublished Doctor of Philosophy Thesis, Division of Psychology, Australian National University, Canberra, ACT, Australia.

Oakes, P.J., Haslam, A., Morrison, B.E. & Grace, D. (1995). Becoming an ingroup: Re-examining the impact of familiarity of perceptions of group homogeneity. Social Psychology Quarterly, 58, 52-61.

Owens, L. (1984). Longitudinal study of the impact of Outward Bound training on selected personality variables. Paper presented to the Australian Association for Research in Education, National Conference, Perth, November.

Adult Programs Scherl, L.M. (1982). Participants, their perceptions, expectations and reactions towards an Outward Bound Adult Program: A preliminary study. Outward Bound Australia: Canberra, ACT, Australia.

Scherl, L.M. (1986). Self in wilderness: Is personal control a viable notion for understanding individual wilderness interaction? Paper presented to the 15th Annual Meeting of Australian Social Psychologists, Queensland, May.

Scherl, L.M. (1988). Constructions of a wilderness experience: Using the repertory grid technique in a natural setting. Australian Psychologist, 23, 225242.

Scherl, L.M. (1988). The wilderness experience: Psychological and motivational considerations of a structured experience in a wilderness setting. Unpublished

Doctor of Philosophy Thesis, James Cook University, Townsville, Queensland, Australia.

Scherl, L.M. & Smithson, M. (1987). A new dimension to content analysis: Exploring relationships among thematic categories. Quality and Quantity, 21, 199-208.

Other Marsh, H.W. & Richards, G.E. (1987). The multidimensionality of the Rotter I-E Scale and its higher order structure: An application of confirmatory factor analysis. Multivariate Behavioral Research, 22, 39-69.

Marsh, H.W. & Richards, G.E. (1986). The Rotter Locus of Control Scale: The comparison of alternative response formats and implications for reliability, validity and dimensionality. Journal of Research in Personality, 20, 509-58.

Marsh, H.W. & Richards, G.E. (1988). Self-other agreement and self-other discrepancies on multidimensional self-concept ratings. Australian Journal of Psychology, 42, 31-45.

Marsh, H.W. & Richards, G.E. (1988). The Tennessee Self-Concept Scale: Reliability, internal structure, and construct validity. Journal of Personality and Social Psychology, 55, 612-624.

Neill, J.T., Fabert, R. & Webb, S. (1994). Staff selection and training: Outward Bound Australia. Outward Bound International Newsletter, 30, 4-5.

Neill, J.T. (1996). The adventures of Ulysses and the Outward Bound Motto. Outward Bound Australia, Canberra, ACT, Australia.

Outward Bound Australia (1988). Australia Outward Bound School Survey of Medical Incidents December 1986 - December 1987. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. (1978). Challenge versus Safety. Paper presented to the 1st National Conference in Outdoor Education, Victoria, Australia, May, 1978.

Richards, G.E. (1988). The Kurt Hahn Phenomenon. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E., Fry, S.K., Neill, J.T., Morrison, B.E. & Davis, H.L. (1993). An analysis of the effects and desirability of inspirationa readings on an Outward Bound course. Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. & Neill, J.T. (1994). An introduction to the Life Effectiveness Questionnaire (LEQ-G). Outward Bound Australia: Canberra, ACT, Australia.

Richards, G.E. & Neill, J.T. (1995).

An introduction to the Participant’s

Evaluation of Program & Instructor Quality (PEIPQ-B).

Outward Bound

Australia: Canberra, ACT, Australia.

Richards, G.E. & Pearse, L. (1988). A model for the selection, training and development of outdoor educators.

Paper presented to the 17th Australian

Council for Health, Physical Education and Recreation (ACHPER) National Biennial Conference, Canberra, January.