OUTDOOR PROGRAMS IN REMOTE ABORIGINAL COMMUNITIES

DARREN SMITH 2011

DR HEATHER MACGOWAN SCHOLARSHIP

1

Acknowledgments Dr Heather MacGowan OAM made a unique contribution to the development of sport and recreation across Australia and within Western Australia. She was an advocate for social justice and worked tirelessly to achieve positive sport and recreation outcomes in all sectors of the community. A health and physical education teacher, she spent time working in Aboriginal Recreation as a Youth Recreation Officer with the Y.M.C.A. in Darwin and later took on senior positions in both the Northern Territory and the Western Australian Department of Sport and Recreation. Her involvement with various service organisations are well recognised including; Royal Life Saving Society, National Heart Foundation (NT), St John Ambulance and The Australian Council for Health, Physical Education and Recreation. Tragically her life was cut short by Motor Neurone Disease in 2003. This report aims to inspire others to help improve the physical, social, emotional and health outcomes of Aboriginal Western Australians through the engagement of outdoor adventure programs. Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) is a nongovernment boarding school for year 11 and 12 Aboriginal students sited on a farm 27 kilometres north of Esperance. Many students come from remote communities. Wongutha CAPS offers targeted programs for students to become work ready including: literacy, numeracy, work education and life skill programs. Specialist Vocational Education and Training (V.E.T.) courses include Metals and Engineering, Building and Construction, Hospitality, Tourism, Conservation and Land Management, Business, Agriculture and a pilot program in Outdoor Recreation. Wongutha CAPS has administered this study; providing time and resources to enable its completion. Associate Professor Rhonda Oliver works for the School of Education at Curtin University. Her research areas include language and literacy, particularly child studies of second language acquisition and Aboriginal education. She has published widely, appearing in a number of international and national journals. Rhonda has overseen this project, provided mentor support and ensured a rigorous research method. Many thanks to Jamie Bennett for joining me along the ‘journey’. His experience and friendship was invaluable in implementing the Warralong Walkabout. For more information contact: Darren Smith Wongutha CAPS PO Box 101 Gibson WA 6448 Ph: 08 9075 4011 Fax: 08 9075 4019 [email protected]

2

CONTENTS Summary

5

Recommendations

6

Acronyms and definitions

9

Introduction

10

The Ngaanyatjarra Lands

11

Warburton

12

Warakurna

13

The East Pilbara

15

Initial Visit to Warralong

16

The Warralong Walkabout

17

The Northern Goldfields

18

Morapoi Station

19

Wiluna

19

Opportunities

19

Natural environment for outdoor pursuits

19

Strong affiliation with the land

19

Outdoor programs nexus with Aboriginal people

19

Multidisciplinary approach to outdoor programs

19

Outdoor education programs

19

Outdoor programs as a tool for social change

19

Immersion programs

19

Cadets WA

19

Trails

19

Employment

19

Enterprise opportunities

19 3

Challenges to implementation

19

Costs in preparation and execution

19

Lengthy travel

19

Available time to build relationships

19

Flexible community life

19

Complex social issues

19

Communication

19

Staffing constraints

19

Shortage of outdoor guides

19

Available maps

19

Framing the future

19

Supporting outdoor programs in remote communities

19

Strong community engagement

19

Meaningful participation

19

Relevant skill development

19

Targeted training

19

Wongutha CAPS training

19

Community capacity building

19

Coordinated industry support

19

Conclusions

19

References

19

Appendices 1 - The Lands contacts and photographs

37

2 - The Wall

40

3 - The Pilbara contacts and photographs

41

4 - The Northern Goldfields contacts and photographs

45

5 - Skill development opportunities in remote communities

48

6 - Wongutha CAPS Certificate II Outdoor Recreation

49 4

Summary This project visited five remote Aboriginal communities across Western Australia over a twelve month period to ascertain the opportunities for outdoor adventure pursuits. The five communities visited were Warburton Ranges and Warakurna in the Ngaanyatjarra Lands, Warralong (near Marble Bar) and two communities in the northern Goldfields - Morapoi Station and Wiluna. A bushwalking outdoor education program was piloted during a return visit to Warralong. An existing Aboriginal adventure tourism venture provided a case study at Morapoi. The opportunities for outdoor pursuits were considered for community recreation, education, training and employment potential. Significant potential exists for outdoor adventure pursuits in these Aboriginal communities, largely due an abundance of natural environments and the local peoples’ connection to the land. Many Aboriginal people from remote communities already participate in low level unstructured outdoor pursuits. Developing these into formalised programs is benefit. Outdoor pursuits can have important physical, social and emotional benefits to Aboriginal people, including teaching them employability and life skills through the outdoor activities. Skill development and training programs are important develop relevant skills. Adventure tourism is also a valid employment path for Aboriginal people from remote regions. Furthermore, cross-cultural immersion programs are of benefit and interest to a number of people. Therefore, promotion of these outdoor program opportunities and benefits to Aboriginal people and their remote communities is vital. Noteworthy constraints exist that need due consideration when planning for outdoor program in communities; particularly due to the remote locations and cross-cultural challenges. Time, costs and effort required are inherently greater in these regions. Staffing constraints and the lack of qualified and experienced outdoor guides may also negatively impact the quality of programs in remote areas. One outcome of this project was the development of a model to promote outdoor adventure programs in remote communities. Several key strategies underpin this model; community engagement; meaningful participation; relevant skill development; targeted training; community capacity building; and, coordinated industry support. Community engagement is necessary to understand community aspirations, training needs and distribute relevant information. Quality outdoor programs in remote areas are needed, and the number of these should be increased. Training is necessary to fill identified skill gaps. A comprehensive training development scheme is needed to equip and mentor Aboriginal outdoor guides from remote areas. Community capacity building and wider industry support is needed to support this process. Several recommendations are included in this report. Long term strategies are necessary and require an injection of significant funding over a sustained period of time to support potential outdoor adventure programs in remote communities. A list of relevant community personnel who may assist in implementing these strategies is attached for the Department of Sport and Recreation (DSR) to consider. The project was funded by DSR under the 2010/11 Dr Heather MacGowan Scholarship and was administered by Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) near Esperance. The information gleaned from this study has informed the development of a Certificate II Outdoor Recreation for 15—17 year old Aboriginal students at this independent vocational boarding school. 5

Recommendations 1. Produce a set of promotional material highlighting the opportunities for outdoor pursuits to Aboriginal people. The material would identify the benefits of, and skills learnt through participation, training opportunities, employment opportunities and, potential career pathways. It should also explore examples of community-run outdoor programs, including adventure tourism ventures. Culturally appropriate and relevant means of presenting the information is necessary in print, DVD and website format. Simple pictorial formats can make this more accessible to Aboriginal people with low literacy. Distribution of information is best suited through DSR regional offices and ongoing community engagement trips to remote communities. 2. Develop a set of resources for Aboriginal groups wishing to implement minimal-impact practices on outdoor programs. Culturally sensitive and appropriate resources are necessary and should include easily understood pictures and diagrams (see point 1). 3. Create an electronic suite of planning tools to empower remote communities to facilitate their own outdoor programs. The planning suite should include activity planning documentation, risk management templates, medical forms, blank databases and menu planning software for camp cooking. Information would be distributed through DSR regional offices and community engagement trips. Note: This suite would be of use to the wider outdoors sector and the opportunity is available to partner with Outdoors WA to develop tools to suit any outdoors program. 4. Develop a skill development continuum for specific skill sets within the outdoor industry. This would outline a progression of skills from novice to competent participant to assistant guide, guide and instructor in various activity fields. It would also serve to clarify skill development needs and identify pathways to employment. 5. Collate a series of case studies on ‘best practice’ for outdoor programs in remote communities. Existing DSR structures, including regional offices, could provide collection and distribution avenues for such case studies, with the overall project responsibility remaining with the central Perth office. A website and accompanying CDROM would be the best format for communicating these case studies. 6. Develop a series of outdoor adventure trails in and around remote communities. Trails will be specific to each community but may include walk, run, bicycle, and, paddling trails where appropriate. Development of trails is best undertaken in consultation with local elders to encourage strong community ownership of trails, thereby increasing the opportunities for ongoing usage of trails by community members. 7. Facilitate ongoing community engagement trips to remote communities. Trips are necessary to distribute relevant promotional material, raise awareness, encourage community discussions and identify potential outdoor programs. Participatory planning approaches during these trips would help to empower Aboriginal communities, and, encourage them to take responsibility for outdoor programs within their community. Numerous trips are needed in all regions of Western Australia to ensure face-to-face communication occurs. Identified contacts from this research need revisiting to maintain rapport with communities. Repeat visits could result in the development of detailed maps and risk management documents for each community. Engagement trips will require sufficient time, effort, money, and a long term strategy. 6

8. Establish an outdoor pursuits roadshow to showcase quality outdoor programs in remote communities. This traveling roadshow would distribute promotional material to remote communities and encourage community participation in meaningful outdoor pursuits including bushwalking, rock climbing and team building activities. Operational costs for the roadshow would include fuel, vehicle hire, food, accommodation, staff time and consumables. 9. Fund necessary upgrades to ‘The Wall’ as a potential vehicle for the roadshow. This mobile climbing structure has a popular presence when in operation and is an excellent advertisement for outdoor pursuits - showcasing engaging roping and team building activities. Wongutha CAPS students who are trained in roping skills may also operate the Wall during remote community trips to their home communities. Funds are necessary to clean and paint the climbing structure, provide signage, make modifications to the structure and replace aging hardware. 10. Support remote communities to develop sustainable high quality outdoor programs that encourage meaningful participation and skill development. The Warralong Walkabout program could be built upon, and where appropriate, replicated to other locations. Cadets WA programs and the Duke of Edinburgh's Award Scheme are other examples of outdoor programs that are appropriate in remote communities. Engagement of Aboriginal elders is necessary to ensure programs are targeted to community needs. Communities will need assistance to develop and fund sustainable, well resourced and targeted outdoor programs. 11. Fund equipment purchases required by remote communities for use in outdoor programs. Equipment purchases are necessary to empower local communities, increase the number of people participating in outdoor programs and to diversify the available recreational pursuits. Note: Effective management processes are needed by remote communities to ensure equipment is well maintained and available for ongoing use to ensure outdoor programs remain sustainable. 12. Sponsor the Certificate II Outdoor Recreation program at Wongutha CAPS. This program provides meaningful participation in outdoor pursuits for Aboriginal senior high school students. Sponsorship could cover costs to: employ staff, finance equipment to diversify recreational pursuits, provide a four-wheel-drive vehicle, train staff, and to buy specialist student uniforms. Letters of support for Wongutha CAPS to gain Registered Training Organisation (RTO) scope could also be provided. 13. Partner with education sectors to create specialist full-time outdoor educator positions in remote community schools within Western Australia. Teaching positions will need to be supported by adequate resourcing, equipment and professional development to ensure sustainable outdoor education programs are delivered. A multidisciplinary approach to teaching outdoor education using themes or projects is best suited to the remote community context. These would enable programs to span most, if not all, curriculum areas. Discussions should involve the Department of Education and Training (DET), Association of Independent Schools of Western Australian (AISWA), Aboriginal Independent Community Schools (AICS), Catholic Education Office (CEO), Curriculum Council, Notre Dame University (NDU), relevant Register Training Organisations (RTO) and Outdoors WA (OWA).

7

14. Sponsor cross-cultural immersion programs in remote communities that use outdoor pursuits. These programs would involve outdoor education groups entering remote communities to participate in an outdoor program alongside Aboriginal people from remote communities. Catholic Mission Australia have already identified this as an area of interest for Catholic school groups, but could be extended to other groups such as Notre Dame Outdoor Recreation students, outdoor educators or mine-site personnel. 15. Pilot the proposed Aboriginal Outdoor Instructor Development Scheme in a remote community and a nearby main centre. A combination of onsite in community training, to engage relevant community members, and offsite out of community training, to broaden perspectives, is needed to provide holistic training. Training needs to recognise the skill set held by Aboriginal people from remote communities, but give them the skills required to become confident, capable and competent guides. This includes practical activity-participation skills, leadership-facilitation skills and communication skills in Standard Australian English. Costs, timing and content needs to made accessible to participants. 16. Establish a mentoring program for potential and current Aboriginal outdoor guides. Targeted mentoring strategies are necessary to support the needs of aspiring outdoor leaders. Adequate time, effort and funding is necessary to ensure this program is successful. Mentors will need sufficient face-to-face contact with their apprentice. 17. Develop a collaborative strategy for supporting sustainable Aboriginal adventure tourism in conjunction with Outdoors WA and the Western Australian Indigenous Tourism Operators Council (WAITOC). This should encourage the development of identified outdoor adventure tourism ventures within specific Aboriginal communities, including at Warburton, Warakurna, Warralong, Wiluna and Morapoi. 18. Facilitate an annual symposium assembling Aboriginal people and remote communities participating in outdoor activities. This will promote best practise principles, show case high quality programs, encourage networking and provide ongoing support.

8

Acronyms and definitions AAC: Ashburton Aboriginal Corporation ABC: Adventure Based Counseling Adventure Based Counseling: An outdoor program methodology that facilitates social development by improving the participants’ self concept and applying this to real life. Adventure Tourism: tourism involving an organised outdoor adventure activity often in remote locations for the purpose of physical, geographical or cultural exploration. AISWA: Association of Independent Schools of WA AICS: Aboriginal Independent Community Schools CC: Curriculum Council CDA: Community Development Advisor CDEP: Community Development Employment Programs CDNTS: Central Desert Native Title Services CEO: Catholic Education Office CMA: Catholic Mission Australia CSR: Canning Stock Route DEC: Department of Environment and Conservation DET: Department of Education and Training DPI: Department of Planning and Infrastructure DSR: Department of Sport and Recreation External Operator: A qualified and experienced outdoor guide who enters a community to deliver an outdoor program because of their skill and expertise. GIC: Global Immersion Coordinator ILO: Aboriginal Liason Officer ISDO: Aboriginal Sport Development Officer NCAEF: Nomads Charitable and Educational Foundation NDU: Notre Dame University Ngaanyatjarra Lands or The Lands: An area of Indigenous protected land covering approximately 9.8 million hectares and consisting of eleven autonomous communities. It is located in between Laverton and the Northern Territory border. NOLRS: National Outdoor Leadership Registration Scheme Outdoor Adventure Activities and Outdoor Pursuits: Terms used synonymously to refer to array of non-motorised activities participated in the natural environment and usually involve some form of perceived risk. Outdoor pursuits take place primarily, but not exclusively, in remote backcountry and wilderness areas. Some examples include abseiling, bushwalking, canoeing, rock climbing, fishing and snorkeling. Outdoor Education: Organised education involving outdoor pursuits often incorporating an environmental appreciation and personal development focus into the curriculum. Outdoor Guide: A person who leads other on an outdoor program. Outdoor Program: A wide array of organised programs involving outdoor pursuit with a range of foci including recreational, therapy, skill development, training and tourism. OWA: Outdoors WA RTO: Registered Training Organisation SRO: Sport and Recreation Officer TAS: Training and Assessment Strategy Tag-a-long four wheel drive tours: a style of four wheel drive tourism where the tourist travel in their own vehicle and tag-a-long or follow the tour guide in the lead vehicle The Wall: A mobile climbing wall owned by the Gumtree Christian Fellowship (Esperance). UAM: United Aboriginal Missions Wongutha CAPS: Wongutha Christian Aboriginal Parent-directed School YDC: Youth Development Coordinator 9

Introduction Research was undertaken at five communities across Western Australia to ascertain opportunities for outdoor programs. Two of these communities were in The Ngaanyatjarra Lands at Warburton Ranges and Warakurna, one in the Pilbara at Warralong (near Marble Bar) and two in the northern Goldfields at Morapoi Station and Wiluna (Fig. 1). A followup trip to Warralong was conducted to consolidate research findings and facilitate The Warralong Walkabout, a five day outdoor education program in this community.

Figure 1. Locations visited This project has considered the potential for outdoor programs in communities at three levels; individual participation; community recreation; and lastly, employment opportunities. It encompassed both the potential opportunities and challenges for outdoor programs in these remote communities to facilitate realistic expectations. Community owned and operated adventure tourism ventures were explored. A framework has been developed to support the development of such outdoor programs in remote communities. The research has also informed the development of a Certificate II Outdoor Recreation program at Wongutha Christian Aboriginal Parent-directed School, located near Esperance. This vocational boarding school for 15-17 year old Aboriginal students aims to ‘train and equip Aboriginal students to become confident and work ready members of society’ (Wongutha CAPS, 2011). The proposed Outdoor Recreation course is an exploratory program to expose students to a range of outdoor pursuits, give them opportunity to develop leadership skills and explore career opportunities in the outdoors industry. It was trialed in 2011. In 2012, Wongutha CAPS is seeking support to add this course to its scope as an RTO.

10

The Ngaanyatjarra Lands The Ngaanyatjarra Lands or ‘The Lands’ is an area of Indigenous protected land covering approximately 9.8 million hectares between Laverton in Western Australia and the Northern Territory border. It consists of eleven autonomous communities that are governed by the Shire of Ngaanyatjarraku. Three of the eleven Ngaanyatjarra Lands communities were visited in November 2010. These were Warburton, Warakurna and Blackstone, the last only briefly. The route taken on this trip is outlined in Fig. 2. Several people accompanied me on this the first of several outback trips for this research project. Mr Herbert Howell and Mr Russ Rogan, both from Wongutha CAPS accompanied the trip, as did Pastor Warren Harvey and Mr Bob Wohling from the Gum Tree Christian Fellowship (GTCF) in Esperance. Herbert worked as a missionary with the United Aboriginal Mission (UAM) in the Warburton area for 40 years and is a fluent speaker of the local Ngaanyatjarra language. The GTCF is considering providing outdoor life skill programs for remote communities, particularly using The Wall, a mobile climbing wall which the GTCF previously purchased from the Shire of Ngaanyatjarraku (Warburton). Appendix 1 lists the people who were contacted on this trip and includes relevant photographs. Appendix 2 provides information on the Wall.

Figure 2. The Lands road trip

11

Warburton Warburton (‘Mirlirrtjarra’) is 920 kilometres northeast of Kalgoorlie on the Great Central Highway in the central desert region of Western Australia. It is situated between the Gibson Desert (to the north) and the Great Victoria Desert (to the south). The climate is semi-arid, with hot summers (regularly over 40oC) and moderately cool winters with very cold nights (regularly below 4oC). Rainfall is erratic and difficult to predict with the average annual rainfall of 243 mm (Bureau of Meteorology, 2006). Warburton was the first of eleven communities to be established in the Lands region. The community is named after the Warburton Ranges to the north east of the community, which was named by an early European explorer who travelled the area in search of good pastoral land (DPI, 2003a). Today, Warburton is considered the ‘metropolis hub’ for the surrounding ‘Lands’ communities. It is home to around 700 people and includes the Tjulyuru Cultural and Civic Centre (see Fig. 3 for satellite photograph of Warburton).

Figure 3. Warburton townsite The Community Development Advisor (CDA), Damien McLean, was the key contact at Warburton. He was interested in the research for several reasons. He is eager to send Warburton students to other high schools to broaden their horizons and further their general education. He is a strong advocate of Wongutha CAPS, having previously sent his son there. He was also keenly interested in the new outdoor recreation course at the school and its potential to help students gain new life skills. The Warburton CDA was very enthusiastic about The Wall making a return visit to Warburton to promote a healthy active message. He is very supportive of this idea and believed that several communities in the area would be interested in booking The Wall. He suggested that demand for The Wall could see it tour ‘The Lands’ for several weeks.

12

Lastly, the CDA thought the socioeconomic environment in the community is not currently conducive for an adventure tourism enterprise at Warburton. A small business project, such as a bush tucker and cultural tour service, could be of benefit when the time is right and could operate out of the Tjulyuru Cultural and Civic Centre. A Youth Development Coordinator (YDC) coordinates a comprehensive after-school youth sports program at Warburton. Both the YDC and the CDA identified that there were significant concerns with the ongoing funding of the YDC position and that urgent action was needed to secure funding for the continuation of this highly successful program. This sports program has potential to include outdoor pursuits, possibly through a Cadets WA program. However, the availability of staff to deliver such a program may be an issue, given that due to the ongoing demands and constraints of working in a remote community, many non-Aboriginal staff are already quite stretched with their existing responsibilities. A number of non-Aboriginal community members described how they participated in outdoor recreation pursuits in their own leisure time. Activities they undertake include swimming, jogging, cycling and camping. Unfortunately time did not permit local Aboriginal people to take us out to some of the sites where outdoor pursuits occur close to the community, but this is an area that could be explored in the future.

Warakurna Warakurna is 222 kilometres north east of Warburton and 330 kilometres west of Uluru in the Northern Territory. It is located along the Great Central Highway, on the southern edge of the Rawlinson Ranges (which rises to an impressive 800 metres above sea level) and twelve kilometres north of the Giles Meterological Station. Warakurna operates on Central Standard Time (CST) due to its proximity to the Northern Territory. Warakurna was established in the 1970s, two decades after displacement of the local Aboriginal people from their homelands (DPI, 2003b). They had been moved on by Native Patrol Officers to either Warburton Mission or across the Northern Territory border to Docker River. Today 200 people live at Warakurna. The townsite has a school, community office, nurse’s clinic, women’s centre, church, swimming pool and youth centre (Fig. 4).

Figure 4. Warakurna townsite 13

The Warakurna CDA, Allan Teer, was the key contact at Warakurna. He was keenly interested in this research and the potential for adventure tourism opportunities at Warakurna. A new accommodation development that was expected to open around Easter 2011 has strong community support and the potential to attract a cultural and bush tucker tourism venture. Many tourists travel the Great Central Highway. He suggested that the accommodation and tourism venture could attract tourists to stay longer in the region and could operate alongside the existing Giles Meteorological Station tours. He also described an abandoned outstation approximately 50 kilometres north of Warakurna with accommodation which could be upgraded and be used in a two day adventure tour. The Warakurna CDA believes that an immediate need for Warakurna is to deliver training to local people to be employed with these ventures. He has about eight people who are interested in training and qualifications in basic skills such as food handling, driving, four wheel drive techniques, cleaning and tour guiding - many aspects that can be taught through an outdoor program. His view is that training is best delivered by an RTO on site. This avoids problems that occur when community members go off site for training and get caught up in family issues, alcohol and drugs in Kalgoorlie or Perth. Even so, the capabilities of the potential participants’ would first need to be assessed. Glen Cummings Gorge is one of several excellent sites for outdoor pursuits near Warakurna. It is a deep gap through the Rawlinson Ranges and has permanent water. It is approximately 20 kilometres from Warakurna via a reasonable four-wheel-drive track, followed by a short walk to the gorge. In consultation with community elders this site could potentially be used for bushwalking, rock climbing, abseiling and swimming.

14

The East Pilbara Warralong (‘Karntimarta’) is approximately 160 kilometres east of Port Hedland and 80 kilometres northwest of Marble Bar (Fig. 5). Located in the semi arid East Pilbara region it experiences extreme temperatures with low and variable rainfall. Winter temperature range from 5°C overnight to 20°C during the day, whilst summer temperatures range from 20°C overnight to 48°C during the day. Tropical cyclones threaten the area between November and April. In some years the region experiences no significant summer rainfall, in other years up to 800mm has fallen in three weeks as a result of a series of cyclones.

Figure 5. Location of Warralong Warralong was established in the 1990s by the Nomad’s Charitable and Education Foundation as an offshoot of Strelley Station (Stein, 2006). The Nomads group owned and operated several pastoral stations, mining leases, communities and school campuses in the East Pilbara. Today approximately 120 people live at Warralong. Figure 6 depicts a satellite photograph of Warralong. Research involved two visits to this community which included the Warralong Walkabout outdoor education program. Appendix 3 lists the people contacted during these two trips and relevant photographs.

15

Figure 6. Warralong townsite

Initial Visit to Warralong The initial visit to Warralong in April 2011 explored the potential for outdoor programs with Aboriginal people from this particular community. Specifically it involved a reconnaissance for a cross country bushwalk that would involve high school students from the Strelley Community School (SCS). The aim of such a bushwalk would be to help students learn more about the significant environmental, cultural and historical places in their own ‘backyard’. A backpacking expedition was the preferred means to enhance the appreciation of the landscape and teach important outdoor education skills. The initial eight-day field trip to the East Pilbara explored the landscape in and around Warralong. This maximised the opportunities to meet with community members and to visit potential locations for the bushwalk. The specific aims of the trip were to determine: 1. Expectations and roles during the proposed bushwalk 2. Appropriate locations to visit (having regard for culturally sensitive locations) 3. The necessary risk management strategies 4. Additional equipment requirements Integral to the success of this initial trip were my prior relationships with the community. My family and I developed a strong rapport with this Aboriginal community in 2005—08 when I taught at SCS. Relationships are the key to working with any Aboriginal community, and in this instance resulted in excellent planning towards the proposed program (Fig. 7). Strong community support for the bushwalk project also contributed to this successful planning trip. This came after three years of community consultation that ensured the proposed program would satisfy community needs, desires and expectations. Community members were enthusiastic and motivated to move forward with the proposed bushwalk. Their enthusiasm resulted in implementing the program during July 2011.

16

The Warralong Walkabout The second trip to the Pilbara involved the facilitation of the bushwalking program. The 2011 Warralong Walkabout, as it became known, is one example of an outdoor education program that can be implemented in a remote Aboriginal community. It was a five day bushwalking program based around the community during the July school holidays. Due to external constraints the program changed from an expedition style walk to a day activity program with approximately 25 kilometres traversed. Twenty four students aged eight to eighteen participated, with ten of them completing the campout phase. They learnt a range of skills including first aid, map reading, use of a compass, group travel, gear management, cooking on trangia cookers, plant identification and radio communication. Overall coordination was delivered by two non-Indigenous bushwalking coordinators (including myself) and ten other adults accompanied the group. It involved two days of bushwalking, navigation and plant collection activities around the Warralong community, followed by a two night campout at Miralga Outstation near the Shaw River. The longest day involved walking almost 12 kilometres across country which was comfortably achieved by the older students. The final day involved walking three kilometres back into Warralong. There were many positive outcomes from this program. Notably there was very strong community support. Community members and stakeholders were extremely enthusiastic. Community consultation was a strong feature throughout the project. This ensured that it was targeted to satisfy community needs. However, there were a number of significant challenges for this program. Timing pressures due to a short time between the reconnaissance trip and the actual delivery of the program were compounded by extraneous difficulties (e.g. late confirmation of funding, getting equipment to the site, and, late staffing changes). Also, sourcing appropriate topographical maps for the area was challenging. It became both a time intensive and costly process to provide maps of the area in sufficient detail for a bushwalking program. Despite these challenges it was thought that with the community support for the program, the interest and availability of the bushwalking coordinators, it was worth pressing forward. In hindsight it may have been easier to delay the program to allow for some of these timeframes to fully transpire. Whilst the program was a long way off being an ideal pilot program, it was worth doing with many very positive outcomes in terms of community engagement, student participation and active involvement. Notably too, as a pilot program significant lessons have been learnt from implementing the program and were used to inform this research. The conclusion of the program resulted in a number of noteworthy discussions with key personnel from within the community and visitors alike who were keenly interested in the success and difficulties experienced during the Warralong Walkabout. An inter-community football carnival commencing at Warralong shortly after the bushwalking program resulted in an influx of visitors to the community, including representatives from Newcrest Mining, WA Police and local ambulance officers. A representative from Catholic Mission Australia had also been at Warralong during the program and she was keen to explore opportunities to bring Catholic school students into remote Aboriginal communities such as Warralong for a cross-cultural learning experience using outdoor education as the medium. Two politicians had been traversing the Pilbara to canvas Aboriginal communities’ thoughts on proposed changes to the Australian Constitution - an important political issue at the time. Discussions with these visitors aided in the development of key understandings presented in this research. 17

The Northern Goldfields The Northern Goldfields trip in October 2011 involved travel to Morapoi Station and the Wiluna townsite to consider opportunities in these locations. Wiluna was chosen due to the existing relationships held with the community when I taught at Wiluna Remote Community School in 2004—05. Morapoi Station was chosen so that a case study could be prepared for Nugget Tours, an existing Aboriginal tourism venture that operates out of Morapoi. These two communities are located north of Kalgoorlie along the Goldfields Highway (see Fig. 8). This region experiences a semi-arid climate characterised by high summer temperatures and cold windy winters. Rainfall is variable and evaporation relatively high. In Wiluna, winter temperatures range from 1°C overnight to 20°C during the day, whilst summer temperatures range from 20°C overnight to 48°C during the day. Appendix 4 lists the people conducted during this trip and contains relevant photographs.

Fig 8. Northern Goldfields road trip

18

Morapoi Station Morapoi is located approximately 160 kilometres north of Kalgoorlie between Menzies and Leonora. A former sheep station, it now operates as a station stay; providing meals, accommodation and a variety of tours. Approximately thirty people live at Morapoi Station, though most are not employed by the station. The Aboriginal tour guides who work for Nugget Tours live in Kalgoorlie and travel to Morapoi for work when required. Ten years ago the State Emergency Service (SES) transported significant infrastructure to Morapoi Station as a result of flooding in another community. Over 100 people relocated to Morapoi when their community became uninhabitable. The infrastructure has remained onsite under an agreement made with the SES at the time. Consequently, Morapoi has accommodation for 150 people. Other infrastructure includes a commercial kitchen, dining hall, games room, training room, small office and school (see Fig. 9). However, much of this infrastructure is under-utilised due to the transient nature of Aboriginal people, smaller tourist group sizes, and, challenges in funding the ongoing maintenance.

Figure 9. Morapoi townsite Nugget Tours offers a variety of high quality cultural and adventure experiences. Schools, tourists and mining executives regularly book tours that are tailored to their needs including: visits to local historical sites, cultural awareness training, canoe hire and collecting bush-tucker including honey ants and witchety grubs. Many groups travel by train from Perth and are transported to Morapoi Station by the Nugget Tours bus. I was fortunate to participate in an organised tour of the local area including Niagara Dam, Dog Rock and historic Kookynie townsite. These very successful tours are an excellent showcase of the opportunities available in remote communities for Aboriginal adventure tourism. It also highlights how a successful business is dependent upon quality staff, adequate advertising, networking and entrepreneurial skills. Further support would help develop the tourism business at Morapoi. 19

Wiluna The townsite of Wiluna is located approximately 500 kilometres north of Kalgoorlie and is at the beginning of the Canning Stock Route (CSR). During the Goldfields rush of the 1930s the town peaked at 9, 000 people and included four hotels, two icecream factories and a taxi service. Today it is home to approximately 350 people. Two outlying Aboriginal ‘reserves’ or communities are located nearby to the townsite. Services in Wiluna include a school, swimming pool, police station, two general stores with fuel stations, Aboriginal medical service, one hotel, mechanical repair service, shire offices, recreation centre, tennis and basketball courts, oval and TAFE centre. The Sports and Recreation Manager was the key contact in Wiluna. He passionately facilitates sport and recreation activities for the town, including recently organising a community-led fun-run to raise awareness on road safety. He is open to new avenues for sport and recreation in the community, including outdoor pursuits. In particular, he is eager for the Wall to visit his community and is excited about the possibility of a Cadets WA program or Duke of Edinburgh’ s Award scheme program. However he and his staff require support, advice and assistance to initiate these programs. The Central Desert Native Title Services (CDNTS) has made significant inroads for the local Martu people from Wiluna to achieve self-determination for their lands, in particular on both the former Lorna Glen Station and the Birriliburu Native Title Determination Claim. Lorna Glen is a 250, 000 hectare property owned by the Department of Environment and Conservation (DEC) and is located approximately 160 kilometres north east of Wiluna. The CDNTS has enabled the Wiluna Aboriginal community to jointly operate Lorna Glen by assisting DEC to manage infrastructure and heritage values (DEC, 2011). CDNTS is currently employing local Wiluna elders to train Aboriginal youth in land management, conservation, wildlife tracking and land restoration techniques on Lorna Glen in conjunction with DEC personnel. The current vision for Lorna Glen is as an environmental restoration focus, though a long term possibility is to create a centre for cultural and environmental education. The CDTNS has obtained a successful Native Title claim determination on behalf of the Wiluna Aboriginal community for the Birriliburu Claim, an area of approximately 67, 000 square kilometres stretching from Well Number Five to Well Number Sixteen along the Canning Stock Route (north east of Wiluna). It includes the spectacular Carnarvon Ranges to the north west of the Canning Stock Route. The local Martu people now have determination over this land. Local elders are currently considering the intended use of the land, although they are already enthusiastic about the possibility of an adventure tourism venture. Their initial thoughts are to contract an appropriate tour operator to organise ‘tag-a-long’ four wheel drive tours and employ local Martu people to conduct cultural aspects of the tour. They are also eager to facilitate groups tours with schools from Perth as a two-way cultural learning experience, similar to that already proposed by Catholic Mission Australia as was learnt from the Warralong visit. Local Wiluna elders are expected to make decisions over coming months on how they wish to proceed with the management of the Birriliburu area. It is likely that tour guide training for local Aboriginal people will be necessary to support any tourism venture in the area.

20

Opportunities Natural environment for outdoor pursuits All the remote Aboriginal communities visited in this study are in wide open natural environments conducive to outdoor pursuits. Parts have been environmentally degraded by pastoral grazing and mining ventures, but much is still in near pristine condition with an abundance of natural beauty within reach of each community. Many of these wild locations are enjoyable places to recreate in the outdoors. For example, Warakurna is beside the Rawlinson Ranges (an impressive 80-kilometre long range reaching up to 800 metres above sea level) and can support a range of outdoor recreational pursuits. A youth worker from the area identified that there are many excellent places for bushwalking and camping. Non-Aboriginal locals, Aboriginal community members and tourists participate in a wide range of outdoor pursuits including fishing, camping and walking, sometimes in organised tour groups, at other times as informal recreation. These remote locations encourage people to spend time outdoors.

Strong affiliation with the land The Aboriginal people who live in these communities enjoy the outdoors. Many of them hunt, cook and sleep outdoors. Some live in the traditional humpy made from branches, or in modern tents. Others choose to live in simple housing, and sleep on the verandah. Most cook on an open fire and eat outdoors, similar to outdoor programs. Aboriginal people participate regularly in low level outdoor pursuits. It may not look like a mainstream outdoor program with lots of food, equipment and previously prepared paperwork, but it does involve people getting outside to enjoy the local environment and participating in physical activity. For example, a respected community elder from Blackstone described how ‘the boys’ go hunting everyday to catch goanna, bush turkey and kangaroo. They would go off in 4WD troop carriers to hunt for bush tucker, walking where they can not drive, shoot wild animals, collect bush foods and light a fire to cook. Still, the traditional skills of the Aboriginal people, their knowledge of the land and management of the natural resources are being lost by many of the modern generation. Outdoor programs have the potential to teach Aboriginal people useful Western skills from mainstream outdoor education, as well as maintaining the cultural and environmental knowledge of traditional elders. In this way there is synergy between Western outdoor education the local Aboriginal knowledge.

Outdoor programs nexus with Aboriginal people A strong connection exists between the practices of Westernised outdoor programs and the lifestyle of many Aboriginal people living in remote communities. There are strong similarities in areas such as care for the land, outdoor cooking and understanding self and others through the outdoor environment. Fig. 10 identifies the overlap between Western and Aboriginal cultural understandings involving outdoor pursuits. Areas of difference are attributed to the cultural background knowledge held by each social group. It is important to highlight these differences and understand them, not so much as a point of difference, but as an opportunity for cross cultural learning. Importantly, outdoor programs have the potential to be an excellent tool for learning cross-cultural knowledge through common shared experiences.

21

Figure 10. A nexus between Westernised outdoor programs and life for Aboriginal people Outdoor programs in Aboriginal communities need to recognise the existing knowledge and skill base in the community. Value adding to this knowledge through the shared common experience with community members (e.g. in going out camping, hunting or bushwalking together) can be an important avenue for training. There is much that outdoor programs can teach Aboriginal people about Western society through the skills and techniques taught in outdoor education. Similarly, there is much that Aboriginal people can teach non-Aboriginal people about their culture through these shared experiences. This can be achieved by walking in the footsteps of someone else, valuing the cultural eldership and the people with the knowledge. The teaching of wisdom in society should be shared - between old people and young, experienced and inexperienced. Going outdoors together provides valuable opportunities to transfer cultural knowledge and wisdom.

Multidisciplinary approach to outdoor programs The Warralong Walkabout program helped to consolidate the concept of a multidisciplinary approach to outdoor programs (Fig. 11). The many topics that are interrelated provide an excellent base for classroom thematic or project based teaching. Rather than teaching in isolation, even diverse areas can be integrated to consolidate skills and understanding. Importantly, this reflects the Aboriginal world-view of constructs as an integration, rather than in the compartmentalisation of topics (Trudgen, 2000). Many of these topics are pertinent to the skills gaps that exist in remote communities.

22

Figure 11. The multidisciplines of outdoor programs

Outdoor education programs None of the remote community schools visited had a regular outdoor education curriculum. At Warburton and Wiluna physical education teachers are employed to provide non contact time for the other classroom teachers - all year groups from Kindy to Year 10. The person in this position may choose to incorporate some outdoor education activities into their program, though physical education is predominately the curriculum provided. Opportunity therefore exists, to establish multidisciplinary outdoor education programs in remote community schools. This is particularly of importance given the identified nexus between outdoor education and Aboriginals’ connection to the land, and the identified skills gaps in remote communities. Full-time outdoor educators could be employed to teach a range of cross-curricula topics incorporating outdoor education skills. These topics would be best centred around the delivery of outdoor and camping programs that are conducive to the local environment and with the assistance of community elders. Other curriculum areas could be addressed through an integrated approach. English and mathematical understandings that are important for Aboriginal students can be taught as they occur naturally in the context of an outdoor program. For example; using risk management and site plan documentation to teach English skills, using menus, food planning and catering to teach mathematics and using rock climbing skills to teach physics. Many other connections across the learning areas also exist, e.g. biological sciences, art and information technology.

Outdoor programs as a tool for social change Outdoor pursuits have the potential to improve Aboriginal students’ health and socialemotional skills. A youth social worker in Warakurna identified this as a need in his community. He regularly engages young people in camping trips around the community and is keen to discover how he can use these outdoor pursuits for social change. 23

The field of outdoor pursuits that deals with health and social change is known as Adventure Based Counseling (ABC). Essentially ABC involves improving participants’ self concept in a caring and responsible manner through a range of adventure pursuit activities (Schoel et al., 1988). It involves several key elements including: trust building; goal setting; challenge or stress; humor or fun; peak experiences; and, problem solving. Carefully constructed briefing and debriefing sequences enable participants to learn from the adventure experience and apply this to real life situations. According to (Schoel et al., 1988 p vi), ABC: takes the best of what is known in the psychology of human behaviour and makes the principles come alive.... [It] creates purposeful experiences of trust in an environment of challenge and support. Experiences designed to be rich in responding to a wide range of human needs, such as a sense of being in a caring community, create a multitude of opportunities for personal challenge and growth.

Carefully constructed outdoor adventure programs using ABC principles can address social and emotional issues. These include the need for teamwork, cooperation, overcoming fear of failure and demystifying the concept of shame, improving self management skills and assisting personal growth. Programs can range in foci from prevention, to intervention, to treatment models - such as in the case of mental health, substance abuse or criminal behaviour (Pryor et al., 2005). Staging of adventure pursuits to build trust is imperative. Careful skill by the facilitator is needed to encourage participation, especially when working with Aboriginal young people who may not respond well when challenged by confronting activities. A strong positive rapport is essential. Participants may feel they are facing uncomfortable or risky situations and need support to work through their fears and emotions. Skilled debriefing can encourage application of social skills into other aspects of life.

Immersion programs Cross-cultural immersion programs using outdoor education have potential in some communities. A Global Immersion Coordinator (GIC) from Catholic Mission Australia is eager to explore the potential for metropolitan Catholic high school students to participate in outdoor education cross-cultural learning programs with remote community students. Separate to this research, she is exploring options in the Pilbara and Kimberley regions. Significant advantages exist for such a program for students from both cultural groups. For the remote community student, the opportunity is to share their culture, showcase their local environment and sharpen their understanding of Western society. For the nonAboriginal school student, the opportunity is to learn from, and live with, an Aboriginal person who is from a remote community and to visit a different part of Western Australia. A backpacking expedition would be the preferred method as it facilitates a greater understanding of the land and increases opportunity to build upon skills daily. Walking over the land also encourages participants to appreciate the landscape. A high school outdoor education class or University outdoor recreation groups could undertake this as their field practicum are best suited to this backpacking style of immersion program.

Cadets WA Cadets WA provides voluntary outdoor programs that are well suited to the needs of remote communities. According to Cadets WA (2011) these programs aim to provide: young people the opportunity to participate in personal development training that provides practical life skills, develop initiative, leadership and teamwork skills, and foster ideals of community responsibility and service. 24

Cadet units undertake training in important outdoor skills through weekly after-school meetings and four camping experiences per year. Essential training includes first aid, navigation, radio communication, problem solving, teamwork and leadership skills. Additional training can include abseiling, rock climbing, mine and bush rescue, drug awareness, driver training, fire fighting and bush survival. Individual cadet units choose to align themselves with one of nine service agencies represented across WA including; Police, Department of Environment and Conservation (DEC) and St John Ambulance. Significant opportunity exists for remote communities interested in pursing a Cadets WA program. Strong links and support are available with the host organisation, valuable skills are learnt by students and the program is well funded. The Cadets WA Coordinator is supportive of any new cadet initiative from remote communities as long as there is a genuine commitment to see the cadet unit continue in the long term. A minimum of fifteen cadets and two cadet instructors are necessary to make the cadet unit viable. This may not be possible is some remote communities, particularly when staff roles are already stretched. Both Wiluna and Warburton communities expressed an interest in further exploring the possibilities of a cadets program.

Trails Walk, run and bicycle trails have potential to increase physical activity participation rates of Aboriginal people in remote communities. Community members already regularly participate in these activities. Marked trails would further promote physical activity and ensure groups stay well clear of culturally sensitive locations. Promotion of trails to targeted participatory groups is essential to ensure appropriate and regular use of trails. Signposted walk trails already exist in some communities. The town of Wiluna has several tourist trails that encourage walking around the community. A walk trail exists at Niagara Dam near Morapoi. Opportunity exists to diversify and develop new trails in these and other communities, as well encouraging regular use amongst community members.

Employment Opportunity exists for Aboriginal employment in remote communities within the context of outdoors pursuits. Several communities operate a swimming pool and a separate afterschool sports program. In both these areas there is potential for local Aboriginal people to be employed. However, it appears an ongoing challenge is finding local people who are reliable enough to be sustainably employed. Certainly pool lifeguard positions are a valid employment path for Aboriginal people and has transferability between communities.

Enterprise opportunities Three types of community-run and -empowered enterprises were identified as connecting well with outdoor pursuits. Firstly, adventure based tourism where Aboriginal guides deliver bush tucker, rock climbing, canoeing, fishing or bushwalking tours. Secondly, cultural awareness training run by local Aboriginal guides on community for groups such as mining executives, doctors or nurses. Thirdly, seed collecting ventures where Aboriginal community members collect seed from native plant species, grow seedlings and then sell them to mining companies for rehabilitation. These would require further exploration, but each has potential to become a self sustaining business in a community. The enterprise undertaken will need to be specific to the needs and aspirations of the community. Hence thorough consultation and business analysis plans are required to determine potential viability which will need strong community engagement and long term strategies. 25

Challenges to implementation Significant challenges exist in remote communities that restrict the potential for outdoor programs. These challenges need to be recognised so that appropriate planning occurs and the negative impacts minimalised. The challenges include; the higher cost and longer travel time due to the remote locations; the time required to build solid relationships with Aboriginal people; the flexible nature of remote communities; communication challenges; and the availability of qualified and experienced outdoor activity staff.

Costs in preparation and execution Programs in these remote areas will be inherently more expensive than those in more settled locations because of additional and necessary safety measures. ‘Prior planning and preparation prevents poor performance’ (Scripture Union, 1998) and thorough preparation is essential when traveling into these remote locations. It is essential to spend the extra money, time and effort to ensure travel in these remote locations is safe. Even driving to these locations comes with significant risks. Gravel roads can range from well formed highways with rough corrugations or with washouts that become impassable in the wet. Remote and rough 4WD station tracks may be overgrown to non-existent. Tyre blowouts, kangaroos, cows and road trains commonly arise. Vehicle rollovers, sometimes resulting in death, occur far too regularly. The countryside is rugged and remote. Other factors that will increase the cost include additional fuel, vehicle and equipment costs. Freight, transport and food prices are likely to be higher. These additional costs should not deter from the opportunity and need for outdoor programs in remote communities. Instead, the cost of delivering such a program should be fully considered early in the planning process.

Lengthy travel The huge distances in traveling to these remote communities mean that a significant amount of time is spent driving to a community. Then, after meeting with community members, it takes time to drive from site to site to find suitable outdoor activity sites. These locations are not well known within the wider outdoors industry in Western Australia and so, gaining the local knowledge first hand is imperative. However, this takes time. For example, the reconnaissance for the Warralong Walkabout allowed for six full days in the community itself, yet it was still a tight timeframe because of the lengthy distances. Finding the right people to talk with can be challenging, definitely time intensive and requiring significant effort. The trip to the Lands was six days in duration, but because of the distances only a day and half was spent in each of Warburton and Warakurna. This was insufficient to fully appreciate the community life and to meet with a wide range of community members.

Available time to build relationships Lengthy travel means that less time is available to meet with community members. This is significant because with any Aboriginal community, relationships are important and these take time to develop. Opportunities to develop appropriate relationships with Aboriginal people will increase the understanding that external providers will have not only of the needs and aspirations of the community, but also cultural issues that may affect any outdoor program. According to Service Skills Australia (2009),

26

Building relationships and trust is key to working with Aboriginal communities. It is also a process and something that needs to be earned. Spending time getting to know people and allowing them time to get to know you should to be part of the budget as much as face to face training time.

A clear understanding of the local knowledge is imperative to the success of outdoor programs in these regions. This is best built in the context of deep relationships, involving time, effort and a willingness from all parties. Several community consultation experiences are needed to build up a strong rapport prior to implementing outdoor programs. It is easy for an outsider to come into these types of communities having grand ideas for change. However, the issues in communities are complex, requiring a clear understanding. The real agents of change in community will not be external providers, but local Aboriginal people themselves. Significant change will and can only occur as local people are engaged and empowered ‘requir[ing] mutual responsibility and shared problem solving: not only in planning, but in carrying out those plans’ (Walsh & Mitchell, 2002).

Flexible community life Life in a remote community is very flexible, which can have both positive and negative aspects. On the positive side there is a great opportunity for localised autonomy to target community needs and aspirations. However, it also means that after traveling great distances to reach a community there is no certainty that community members will be available. Pressing community issues such as, family business, funerals and lore all impact significantly on life in a remote community. Furthermore it can mean that the community people you have travelled to visit may be unavailable. There is a greater risk of this if it is only a short visit. The two politicians I met in Warralong experienced this scenario. In traversing the Pilbara to canvas Aboriginal communities’ views on an important political issue at several locations they found that community leaders were unavailable - either because there was no one in the community at the time or community members were otherwise preoccupied (e.g. at a football carnival). An understanding of the local community life and more time in each community may have relieved some of their frustrations. One notable challenge that was realised as a result of the Warralong Walkabout is the impact of the absence of a key Aboriginal elder, in this case the Warralong CDA, from the program at late notice. Family responsibilities and cultural obligations do mean that key Aboriginal leaders can leave outdoor programs at short notice. There was not a huge group of elders to draw upon for the Wakabout program who had the expertise or charisma of the Warralong CDA. Those who filled his place did a good job, but it was not the same as having his level of knowledge or authority. This poses a problem for the long term sustainability of outdoor programs in remote communities if key leaders regularly become unavailable at short notice.

Complex social issues Vandalism, theft and graffiti are major social issues in remote communities. Just before the visit to Warburton a safe was stolen from within the Shire offices, and weeks prior to this sports equipment was stolen from the recreation centre. Boredom, petrol sniffing and lack of parental supervision are some of the factors that cause young people in remote communities to participate in antisocial behaviour. No easy solution exists to these problems, though collaborative community approaches to antisocial behaviour can help.

27

Negative social encounters within Aboriginal community life are disconcerting to many non-Aboriginal people entering remote communities. The Morapoi Station Manager described how it was not ideal for tourists to see or experience these negative social aspects, but at times it is unavoidable. She believed it is appropriate to keep the life of the Aboriginal community separate, financially and socially from any tourism venture that stems from the community so that a tourist’s experience is pleasurable. Strong management processes are necessary to maintain sport and recreation equipment because of this issues of theft in remote communities. Communities may need assistance to develop effective management systems that ensure the long term availability of outdoor pursuit equipment. At Warburton equipment in the recreation room is now stored in metal containers that are bolted to the floor. At Warralong camping equipment is stored inside a locked sea container within the school grounds. A full day and half was needed after the Warralong Walkabout to clean, dry and store camping equipment ready for the next use and to meet with community leaders to discuss future programs.

Communication It is a common issue that remote communities can face significant difficulties in providing reliable and useful communication methods. An example in Warralong is that most, if not all, communication is confined to the school property and not within the local community. Often delivery of mail or packages can take days or even weeks to eventuate. The communication challenges when endeavouring to work with the Warralong administration did make the organisation of the Warralong Walkabout program from a distance difficult. As the program was designed to maximize the level of input and decision making from the elders and the community, communication delays inevitably led to a level of frustration when key decisions were required to be made. The program coordinators acknowledge the unique challenges that exist in working with remote communities such as Warralong and recognise that a quick response is often not possible. It is likely that the level of frustration experienced with the Warralong Walkabout will also occur in other areas of community life that require consultation.

Staffing constraints Maintaining non-Aboriginal staff is a constant issue for remote communities because of the isolation, heat, and lack of services. The Warakurna School Principal experienced this challenge in 2010 when all of her teachers were new to the school, including two recent graduates. It proved difficult to provide high quality and innovative teaching programs and maintain continuity from year to year. She anticipated a more stable staff team in 2011. A constant changing staff team restricts the opportunities for outdoor programs due to a lack of required skill, expertise and qualifications amongst staff. Unfortunately non of the Warakurna school staff held a Bronze Medallion qualification and no other agencies within the community were able to assist the school. Consequently, no school excursions were held near a water environment in 2010. This is a significant loss for a school community and its learning program when summer temperatures readily reach 40℃. Inter-agency and inter-community collaboration may assist the skill or qualification gaps within remote communities. A previous Warburton Police Sergeant was renowned for providing excellent youth programs for the community. He had the skills and expertise to take young people camping and on bush excursions. His strong rapport with the young people enabled highly successful and popular outdoor programs to be developed for the community. At times these programs had a strong cross-agency involvement. 28

The success of an outdoor program is dependent upon the quality of the available staff. External providers are needed at times to deliver outdoor programs such as the Warralong Walkabout to ensure outdoor programs are safe and of high quality. Ideally a partnership is entered between external providers until a pool of Aboriginal leaders are trained from within communities to run safe programs. A clear process for transferring responsibilities is essential to ensure local people maintain ownership of the outdoor program.

Shortage of outdoor guides The number of qualified, experienced and available outdoor activity guides in remote areas of Western Australia is difficult to ascertain. The National Outdoor Leadership Registered Scheme (NOLRS) is one system used for identifying outdoor guides in Western Australia. Ongoing administrative issues have resulted in dissatisfaction amongst the Western Australian outdoors industry with the NOLRS, and it is currently under review. Notwithstanding, almost no NOLRS guides in Western Australia live beyond the south west region of WA, and certainly no Aboriginal NOLRS guides exist anywhere in WA. Other schemes also exist that recognise the skills and experience of outdoor guides in Western Australian. Some examples include the Professional Association of Climbing Instructors (PACI) attainments, Canoeing Australia Award, State Emergency Service (SES) recognised awards as well as education and tourism qualifications. A system for mapping qualifications across these agencies is needed to clearly identify pathways required within the outdoors sector and provide easier access for Aboriginal people to gain qualifications. Many Aboriginal people already hold an array of outdoor leadership skills, but not necessarily the qualifications. In some cases further targeted training is needed to consolidate skills and provide formal recognition of existing skills. The proposed Aboriginal Instructor Development Scheme may provide a forum to improve skills across remote communities in Western Australia. Skill gaps that were identified from the Warralong Walkabout include; group management, communication, map reading, and, minimal environmental impact. Targeted training in these areas is theses areas is therefore necessary. If this does occur strong mentoring also needs to accompany any training delivered to Aboriginal people.

Available maps Appropriate maps are essential for any outdoor program. The larger the scale the better the detail shown on the map. A 1:50 000 scale topographical map is ideal for bushwalking programs. These are readily available for regions in the south west land division, but more difficult to come by for more arid locations. A combination of local knowledge and access to a high quality mapping product, both digital and hard copy, is essential. Sourcing maps for the Warralong Walkabout was time and cost intensive. It was essential to have the necessary maps when on site, as sourcing them once in the Pilbara was unlikely. Clearly identifying the required area needing maps was not easy and is another reason why ongoing community engagement trips are required before commencing an outdoor program.

29

Framing the future Supporting outdoor programs in remote communities Six key strategies for engaging Aboriginal people from remote locations in outdoor programs are; strong community engagement; meaningful participation; relevant skill development; targeted training; community capacity building; and, coordinated industry support. Some similar broad strategies are discussed in DSR (2011). Fig. 12 shows the interdependence of these strategies when working with remote Aboriginal communities. A strong foundational base is essential to support sustainable outdoor initiatives in remote communities. As people remain engaged and actively interested in outdoor pursuits both their interest and skill level will improve. This further supports progress towards the higher levels. Employment for Aboriginal people within the outdoors sector is an achievable goal. Ultimately community-owned commercial enterprises centred around outdoor pursuits are possible and require coordinated industry support.

Figure 12. Supporting Aboriginal led outdoor programs

Strong community engagement Community engagement is essential when planning for outdoor programs. Opportunity needs to be given to understand the community’s views, aspirations and concerns. This is best suited to regular, ongoing community visits of sufficient length. DSR regional offices can play a crucial role in encouraging community engagement. Community engagement helps outsiders understand the community and develop rapport with local people. Opportunity exists to help community leaders value outdoor pursuits, see the potential in their community, and discuss material that promotes the opportunities for Aboriginal people in the outdoors industry. In planning for outdoor programs community visits can assist external providers to explore local sites with Aboriginal elders, local knowledge of the area, conduct risk management analysis and identify equipment needs. 30

Participatory planning approaches empower Aboriginal leaders to take responsibility for their communities. Walsh & Mitchell (2002, p. ix) define participatory planning as planning that ‘supports local people to talk up, work as a group, plan and put their ideas into practise’. It encourages community wide responsibility for outdoor programs. This may involve planning using diagrams, photographs, models, role play and a combination of small and large group discussions. According to Walsh & Mitchell (2002, p.17), participatory planning should be driven by local Aboriginal people, with the support of outsiders where it is wanted. This in contrast to planning that is driven largely be whitefella consultants and experts. It is about working with local people in a way that suits their pace and style.

The success of the Warralong Walkabout program is attributed, at least in part, to successful engagement of and planning with the community - four visits over a three year period. Understanding the communities desire for the program was imperative. Maintaining ownership with the community ultimately results in more meaningful outdoor programs.

Meaningful participation Sport and recreation activities need to be relevant to the participant. Aboriginal people have lower levels of participation in sport and recreation activities than non-Aboriginal people DSR (n.d.). Outdoor pursuits can provide opportunity to improve physical outcomes of Aboriginal people by engaging them in meaningful activities that are relevant to the local context. DSR (2011, p. 4) indicates that the Western Australian sport and recreation industry must adapt and provide innovative programs and services that will: a) deliver more diverse participation options (e.g. new environments, scheduling variations, sport product variations and new pursuits); and b) be more inclusive of low participation and new populations (e.g. migrants, indigenous populations, seniors, people with a mental illness and isolated populations)

Innovative approaches to outdoor programs can provide meaning to this people group who are both disadvantaged and have low participation rates. Outdoor programs that integrate local knowledge with external expertise are more likely to engage local participants and enhance the outdoor experience. Outdoor pursuits such as walking to hunt for bush foods, canoeing and camping climbing may have local relevance to a remote community. Using these activities to teach important life skills can enhance the relevance of an activity. Ultimately this can encourage skill development within particular outdoor pursuits.

Relevant skill development Aboriginal people already have a range of pre-existing skills for participating in outdoor pursuits. A strong understanding of the land and physical aptitude, are but two. Skill development programs in outdoor pursuits need to recognise the existing skill base held by Aboriginal people. A progression map of skills in specific outdoor activities is a useful tool for Aboriginal people to identify further skill development and, therefore, pathways to employment. Appendix 5 gives some examples of potential skill development. This project identified several areas where Aboriginal people need skill development. These include activity specific skills such as belay techniques in the case of rock climbing. General skills that Aboriginal people in particular need to develop include oral communication skills, particularly in gaining confidence in-front of non-Aboriginal people, group management, facilitation skills and minimal environmental impact practises. Aboriginal people, particularly second language readers, need specific targeted training to help them read, understand and write policies, regulatory procedures and principles relating to outdoor pursuits in Standard Australian English. 31

Targeted training Training targeted to the needs of Aboriginal people is essential and requires consideration of skill gaps. Skill development, communication and ABC techniques are areas that require targeted training in remote communication. At the same time strong understanding of the community for whom the training is be delivered to, their needs and aspirations is necessary. Further training that results in skill acquisition and real qualifications need to be delivered in a culturally sensitive and appropriate manner. Training is best developed in a combination of both onsite and offsite modes. Onsite or in community training ensures that training is delivered in a context relevant to the local environment and that a broad range of community members are able to participate training without facing the social issues of entering a major regional centre (e.g. Alcohol, family disputes and violence). Offsite or training conducting outside the Aboriginal community, (possibly at a recognised outdoor campsite) can further broaden the horizons of participants and strengthen their outdoor skills by taking them to new locations.

Wongutha CAPS training The Certificate II Outdoor Recreation course at Wongutha CAPS is an example of an offsite training program developed for Aboriginal students from remote communities. It was trailed in 2011 and in 2012 Wongutha CAP is seeking RTO scope status. Appendix 6 outlines the Training and Assessment Strategy (TAS) developed for this course. The course exposes 15—17 year old Aboriginal students to a range of outdoor pursuits including rock climbing, bushwalking and canoeing. Students learn about career pathways and options in the outdoors industry for Aboriginal people. They also develop a range of skills in assisting the conduct of outdoor recreation programs. The 2011 class assisted in operating The Wall at the 2011 Esperance Royal Agricultural Show. The course is delivered to meet specific needs of Aboriginal young people. A safe and supportive environment is encouraged: one that understands the unique challenges faced by Aboriginal students from remote communities, whilst also seeking to extend their boundaries. Adventure based counseling techniques are employed to encourage social development (e.g. confidence, self esteem, team building and initiative). Other areas of skill need that were identified from this research are also targeted through the Certificate II course. These include safe outdoor practices, hygiene, literacy and numeracy. Literacy skills are addressed specifically as they occur naturally through the course, in areas such as; site plans and risk management documentation; daily activity forms and reflections; medical information; and group briefing or debriefing activities. The long term aim is that Wongutha CAPS students may use the skills gained from this course to participate in outdoor pursuits within their local community. This program, whilst not the only avenue for communities, could provide communities an avenue to initiate conversations around the opportunities for outdoor pursuits in their communities. Wongutha will need to consider how to support students who graduate from this program into further pathways in the outdoors sector. This may include aspects of training to be held in Aboriginal communities where the students reside and further training programs at higher qualification levels either at Wongutha or with other outdoor activity training providers. However, even if students graduate from the program and do not enter the outdoors industry, they will have learnt valuable life and employability skills.

32

Community capacity building Training in outdoor pursuits amongst Aboriginal communities needs to encourage community capacity building. Ownership and key decision making for outdoors program must remain with the community. It is easy for well meaning non-Aboriginal people to come into a community with grand ideas for making sweeping changes. These may make a difference. However, for lasting change to be sustained in a community, the capacity of the community to be self sustaining, to self manage and to be empowered needs to be improved. The ultimate change makers in remote are local leaders According to DSR (n.d., p1) it is essential that ‘Aboriginal people, particularly those in rural and remote locations, are encouraged to develop and manage their own sport and recreation activities’. These activities will grow and become a stronger component of every day life as support is given and people’s skills are developed within the community. This will take time and concerted efforts. Specifically, activity planning tools and resources for outdoor programs are useful to support Aboriginal communities seeking to develop localised outdoor programs. It is also important to build up the physical resources and infrastructure available within the community. This will enable greater access to outdoor activities. The development of an outdoor program at Warralong has seen a steady increase in camping equipment purchases and enabled greater diversity of recreational pursuits. Hiring specialised outdoors equipment (such as ropes, tents and backpacks) is a possibility for communities, but has inherent problems such as freight costs, unknown timings and transport delays, as well as the fact that the equipment may end up being very dirty and need excessive cleaning before returning. Equipment management processes for equipment may need to be established and taught to community members to ensure that equipment is maintained well for ongoing use.

Coordinated industry support Community capacity building of outdoor programs needs the support of the wider outdoors industry. Opportunity exists for both DSR and Outdoors WA to initiate a coordinated approach to encourage industry to engage Aboriginal people in outdoor programs. This includes raising the profile of the outdoors industry, increasing participation rates amongst remote communities and developing an Aboriginal Instructor Development Scheme that meets the needs of remote Aboriginal communities. A strong mentoring program for Aboriginal is outdoor guides is also needed. Outdoors WA needs to fulfills its proposal to ‘establish a plan for the development of sustainable Aboriginal adventure tourism initiatives in regional Western Australia’ (Outdoors WA 2009, p. 6). Links with the tourism industry need strengthening, networking opportunities given to Aboriginal guides, and a website established to showcase best practice examples in remote community outdoor programs. An annual symposium to assemble people from remote Aboriginal communities involved in outdoor programs also would benefit Aboriginal people by providing opportunity for professional networking, collaborating and learning.

33

Conclusions Significant opportunities exist within remote communities for outdoor adventure pursuits. The natural landscape promotes an outdoor lifestyle held by Aboriginal people and enjoyed by non-Aboriginal people. Opportunities exist at the intersection of these values for cross-cultural learning through outdoor adventure programs. These programs can be of profit to Aboriginal people’s lives through increased physical activity, improved social and emotional well-being, teaching of life skills and engagement of adventure tourism ventures. Promotion of outdoor program benefits to Aboriginal people and their remote communities is important to encourage active participation. Outdoor pursuits are valid recreational options in remote communities. Community recreation programs involving outdoor pursuits such as Cadets and The Duke of Edinburgh’s Award Scheme may be useful in remote communities. Communities expressed considerable interest in The Wall visiting their locality. External operators are required in some circumstances to ensure high quality and safe programs are delivered in communities due to a lack of local qualified and experienced outdoor guides. Outdoor pursuits have educational value in remote communities. Skills such as first aid, map reading, travel safety, group management and nutrition are all important aspects of outdoor pursuits that are pertinent to outback communities. These are useful skills for any career. ABC techniques can teach Aboriginal people important social and communication skills necessary for coping in modern Western society. Specialist outdoor education programs for Aboriginal high school students including the Wongutha CAPS Certificate II Outdoor Recreation program are of interest and advantage to remote communities. Trained and experienced outdoor educator positions are necessary in remote schools to deliver safe and effective programs. Outdoor pursuits such as adventure tourism have validity in remote communities. Aboriginal outdoor guides already exist in remote communities. Further training and development is required for local community members in outdoor adventure pursuits. Training is best suited to a combination of onsite and offsite modes, and needs to recognise the language and cultural differences between Aboriginal and non-Aboriginal people. Mentoring of Aboriginal outdoor guides is essential. Noteworthy constraints to these pursuits need consideration when planning and implementing programs. Distance, time and effort required,,lack of services, and, costs are significant challenges in remote areas. There is also a lack of qualified and experienced outdoor guides. Regular community engagement visits preceding outdoor programs in remote communities can help clarify aims and objectives of the program. This study has revealed a framework for developing outdoor adventure programs in remote communities. It involves strong, positive community consultation processes, increasing opportunities for meaning participation, developing skills and providing targeted training that identifies existing skill sets so that community capacity building is possible. Industry wide support is also needed. Significant work is required by DSR and Outdoors WA to support sustainable outdoor activity initiatives in remote Aboriginal communities.

34

References Bureau of Meterology (2006). Climate of Warburton. Retrieved March 13, 2011, from http:// www.bom.gov.au/wa/warburton/climate.shtml Cadets WA (2011). Aims and Objectives. Retrieved November 6, 2011, from http:// www.communities.wa.gov.au/CadetsWA/AimsandObjectives/Pages/default.aspx Dept of Environment and Conservation (2011). Lorna Glen Project Boosted by Joint Management, media release 2/3/11, Retrieved March 13, 2011 from http:// www.dec.wa.gov.au/content/view/6357/1560/ Dept of Planning and Infrastructure (2003a) Warburton Community Layout Plan - Report and Provisions, Harmes Sharley Holdings: Perth. (Technical Report No. 30359) Retrieved June 16, 2011 from http://www.planning.wa.gov.au/Plans+and+policies/Regional+planning/ Planning+for+Aboriginal+communities/Community+layout+plans/1140.aspx Dept of Planning and Infrastructure (2003b) Warakurna Community Layout Plan Report and Provisions, Harmes Sharley Holdings: Perth. (Technical Report No. 30359) Retrieved June 16, 2011 from http://www.planning.wa.gov.au/Plans+and+policies/Regional+planning/ Planning+for+Aboriginal+communities/Community+layout+plans/1139.aspx Dept of Sport and Recreation (2011). Strategic Directions for the Western Australian Sport and Recreation Industry 2011–2015 - SD5, Leederville: Government of Western Australia. Dept of Sport and Recreation (nd). Position Statement - Indigenous Participation Retrieved November 23, 2011, from http://www.dsr.wa.gov.au/assets/files/Position_Statements/ Position_Statement___Indigenous_Participation.pdf Outdoors WA (2009) Operational Plan 2009- 2011. Retrieved December 10, 2011, from http://www.outdoorswa.org/files/Outdoors%20WA%20OPERATIONAL%20PLAN %20(I)2009-2011.pdf Pryor A., Carpenter C. & Townsend M. (2005). Australian Journal of Outdoor Education 9 (1), 3-13 Schoel J., Prouty D., Radcliffe P (1988) Islands of Healing, Project Adventure, USA. Scripture Union WA (1998). Risking Responsibility [VHS Educational Resource], Scripture Union WA, Mt Hawthon. 35

Service Skills Australia (2009). Building Relationships - Roadmap to Country, Retrieved January 24, 2011 http://www.serviceskills.com.au/roadmap/index.php? option=com_content&view=article&id=15&Itemid=13 Stein, R. (2006). Warralong Community Layout Plan No.1 - Planning Report & Provisions, Taylor Burrell Barnett, Subiaco, Technical Report, Retrieved June 16, 2011 http:// www.planning.wa.gov.au/Plans+and+policies/Regional+planning/Planning+for+Aboriginal +communities/Community+layout+plans/1211.aspx Trudgen R. (2000). Why Warriors Lie Down and Die, Aboriginal Resources and Development Services Inc., Northern Territory. Walsh F. & Mitchell P. (Eds.). (2002). Planning for Country: Cross-cultural approaches to decision making on Aboriginal lands, IAD Press, Alice Springs. Wongutha CAPS (2011). Student Handbook, Wongutha CAPS [unpublished], Esperance.

36