Enabling EcoAction - a handbook for anyone - Enabling Change

90 Pages·2003·1.03 MB·English

by  Robinson & Glanznig

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ECOACTION
a handbook for anyone
working with the public
on conservation
Les
Robinson
&
This project has been assisted Andreas
by the New South Wales
Government through Glanznig
its Environmental Trust.
about the a uthors
First published in 2003 by Humane Society International,
WWF Australia and World Conservation Union
© Les Robinson and Humane Society International 2003
This work is copyright. It may be reproduced for study, research or training purposes
subject to the inclusion of an acknowledgement of the source and no commercial Les Robinson
usage or sale. Reproduction for purposes other than those above requires the written
permission of Humane Society International. Requests and enquiries concerning Les started his environmental career
reproduction and rights should be addressed to: campaigning against a sand mine on the NSW
Director south coast. He joined Social Change Media
Humane Society International
in Sydney as a campaign manager and spent
PO Box 439
Sydney NSW 2107 the next 10 years running ‘hard’ campaigns
against megatips, the Waterloo Incinerator,
For bibliographic purposes, this report should be cited as:
and other issues, before shifting to ‘soft’
Robinson, L. and Glanznig, A. 2003.
social marketing programs on waste, water
Enabling EcoAction: a handbook for anyone
working with the public on conservation. and ‘eco-living’.
Humane Society International, WWF Australia,
He now runs his own consultancy which
World Conservation Union, Sydney.
Acknowledgements advises and trains council staff, agencies
ISBN1 875941 46 0 The authors are grateful to and activists on the design of community
WWF Document Number: Guide 03/04
the following individuals participation and change programs.
and organisations for their
Photo credits for front and back cover:
©Klein-Hubert/WWF, ©Les Robinson assistance in providing infor-
©QueenslandTourism Queensland, ©Viewfinder mation, images or comments:
Andreas Glanznig
Alison Colyer,
Artwork and design: Sophie Verrecchia, NSW Coordinator, Threatened
Zebra Communication 0409 321 963 Andreas has been involved in biodiversity
Species Network;
community education and communication
Richard Davies, NSW National
Produced on 100% Australian made Suits Paper. since the early 1990’s, first with the
Parks and Wildlife Service;
Made with 70% recycled content, the balance
being peroxide bleached virgin fibre, Louise Duff, Commonwealth Government’s Biodiversity
from Dalton Fine Paper. The Wetlands Centre; Unit, followed by five years as national
Geoff Doret, coordinator of the Community Biodiversity
For copies of this report, please contact Sutherland Shire Council; Network.
WWF Australia at: [email protected] or Frits Hesselink, IUCN
call [phone] He is a past member of a United Nations
Commission on Education
and Communication; expert group that developed a global
Katherine Miller, biodiversity education and public awareness
Threatened Species Network; initiative under the Convention on Biological
Bianca Priest, Coordinator, Diversity, and is currently the Oceania Chair
WWF Shorebirds Project; of the World Conservation Union Commission
Julie Rudner,
on Education and Communication.
City of Albury Council;
Vicki-Jo Russell, Andreas now works as the Biodiversity
This project has been assisted
SA Coordinator, Threatened Policy Manager for WWF Australia.
by the New South Wales Government
Species Network.
through its Environmental Trust.
enabling
ECOACTION
i ntrod uction
“Knowledge alone doesn’t harm or
help the environment.
Human attitudes don’t harm or help
the environment. This handbook aims to be a road map for anyone working with
Human behaviours, on the other hand, the community to achieve environmental change, including
have greatly harmed, yet hold a great environmental educators and managers, Bushcare or Landcare
deal of hope for helping, the environment. coordinators, local government environment officers, and
Those of us who work for environmental community development officers. It is especially designed for
sustainability must learn to address the many people with natural science backgrounds now
human behaviour.”1 involved in community projects to conserve species, habitats
and ecosystems.
It attempts to bring together useful ideas on social change from
preface fields as diverse as health promotion and adult learning.
Although the obvious focus is on biodiversity, the concepts
and approaches will be useful for many types of community-
based environmental work.
Protecting and restoring biodiversity depends
Community education is much more than simply producing
on sustained public sympathy, understanding
a brochure and poster. An important purpose of this handbook
and action. We all need to act or change our
is to re-position community education away from narrow
behaviours – often in quite small ways – to
‘informational’ and natural science approaches – primarily
protect and repair life’s complexity.
concerned with transferring knowledge and skills – towards
These social changes will depend on opening participative, community-driven approaches which focus on
a sustained conversation with the public about enabling collective action for change.
the nature of everyday living, and the system
of consumption and production that pervade This guide should assist you to design new projects, and also
modern life. to redirect and sharpen existing projects. The tools should be
useful for planning almost any form of communication activity.
As communicators, educators, and facilitators,
you are vital agents in this process. This
handbook aims to capture the best in NOTE: For the sake of consistency we
Australian and international contemporary use the term ‘educator’ in this handbook.
1. Martha Monroe, thinking and practice to guide your work. We acknowledge that it’s often an
Brian Day,and Mona It also draws on nearly 10 years of effort to inappropriate title, however it is in
Grieser,Environmental increase understanding and involvement in wide use and accepted by funders
Education and
and managers. A better term might be
Communication for a biodiversity conservation.
Sustainable World, ‘sustainability facilitator’ but that
GreenCom,2000. GOOD LUCK !! has yet to come into widespread use.
enabling enabling
ECOACTION ECOACTION
contents
PART A - REACHING THE PUBLIC 120 17 (cid:2) Start planning your program
8 1 (cid:2) On good practice 124 18 (cid:2) Crafting strong messages
Checklist: Steps to good practice
134 19 (cid:2) Designing an integrated communication campaign
12 2 (cid:2) The diversity of biodiversity education
140 20 (cid:2) Always pre-test
18 3 (cid:2) Getting in touch with people’s values
144 21 (cid:2) Communication pitfalls
22 4 (cid:2) Using the word ‘biodiversity’
148 22 (cid:2) Reaching Non-English speaking background audiences
26 5 (cid:2) Making the leap from awareness to action
152 (cid:2) New Backyard Buddies Program
32 6 (cid:2) Why people do, or don’t, act
153 (cid:2) A few final thoughts
38 7 (cid:2) Some useful change models
48 8 (cid:2) The human touch
58 9 (cid:2) The natural touch PART C - FURTHER INFORMATION
62 10 (cid:2) What social research tells us 156 Further reading and websites
158 Appendix 1 - Tips for talking about biodiversity
161 Appendix 2 - Key biodiversity concepts
PART B - IMPLEMENTING A SUCCESSFUL PROJECT
162 Appendix 3 - Making a communication plan
80 11 (cid:2) Formative research
164 Appendix 4 - Findings from NSW research
86 12 (cid:2) Audience participation in design 166 Appendix 5 - Findings from interesting US attitude
Checklist for a successful participatory project research
98 13 (cid:2) Setting do-able objectives 170 Appendix 6 - The priority matrix
104 14 (cid:2) Making your program measurable 172 Appendix 7 - Talking about bugs
110 15 (cid:2) Know your audience 174 Appendix 8 - Myths and facts
118 16 (cid:2) Designing your program as a cycle 176 Appendix 9 - Glossary of key terms
enabling enabling
ECOACTION ECOACTION
p a r t
A
Reaching
the public
enabling enabling
ECOACTION ECOACTION
1 p r a c t i c e
ON GOOD The word ‘enabling’ is an important
guide to our role. Traditionally, the
educator was seen as a source of expert
knowledge and the educational process
was complete when that knowledge was
passed on. Instead, an ‘enabler’ does
whatever is required to bring people
In this handbook we define
together and make possible collective
‘biodiversity education’ as:
learning and self-directed action. In this
Enabling communities sense, the educator is a facilitator who
depends as much upon their people-
to act to conserve or
skills as upon ecological knowledge.
restore nature.
The word ‘communities’ reminds us that
This definition reflects a vision humans are social animals and that the
of informed and inspired groups most meaningful and sustained action is
and individuals working in a done by groups of people working in
variety of ways to restore unison. Empowerment, in particular, is
ecological balance on the earth. never a quality of individuals – it comes
from people working together to achieve
a common vision.
The word ‘act’ implies that the goal is
active participation by people in change.
We’ll talk more about action as a
strategic concept below.
© The word ‘nature’ is defined widely to
W
W include ecological systems wherever they
F
A
u are found in the backyard, on a balcony,
stralia in a canalised creek, in a park, as well as
Social factors ‘natural areas’, local and far away.
underpin successful
community projects.
Behind every good
project are facilitators
that bring people
together and create
experiences that
motivate them to act.
8 9
enabling enabling
ECOACTION ECOACTION
CHECKLIST - STEPS TO GOOD PRACTICE2
In this handbook we’ll be emphasising
principles of good practice in the design of
community programs. The checklist below
summarises these principles:
1) Have you understood 5) Have you really 8) Will it be fun? 12) Have you approached
the problem and critically understood the situations, Check that your activities will partners?
reflected on your proposed current practices and needs excite and stimulate. Does it What other organisations,
solution? of your audience? involve tactile, experiential and agencies, and businesses have
Have you talked to experts, Have members of your audience interactive learning? Could there similar goals? Who could you
and members of the intended participated in refining the target be a more fun way to do things? collaborate with? Don’t think you
audience, about the nature of behaviours and designing the have to do it all alone – build
9) Will it be social?
the problem? Is the solution program? Does the program offer local networks and share ideas.
Check that your project will
achievable? Have you examined ways to meet their practical
encourage good inter-personal 13) Do you practice what you
alternative solutions? needs, as well as yours? Do you
relationships. Is there food? preach?
understand the practical obsta-
2) Have you researched cles to the behaviour? Do you Is there time to socialise? Are there Have you thought about the
similar programs? have answers for the doubters? group activities? Have you created environmental impact of your
Have you (at the very least) ways for diverse players to share program? Is your operation an
done an internet search to find 6) Is the solution compatible views, including activists, exemplar of environmental
out about similar programs? with your audience’s councillors, managers, responsibility?
Have you contacted other personal values and norms? business-people, and planners.
14) Will you leave something
educators, agency staff or Does your audience perceive 10) Have your pre-tested
behind?
academics to locate relevant the same problem? Have you
your communications?
social research? Have you explored the ‘common ground’ How will you build the capacity
checked out academic journals? between your proposed solution Is your message presented in a of your community to act after
vivid and interesting way? Have your program is over? Have you
and audience values, perceptions
3) Have specific target you pre-tested messages and helped existing groups to grow
and needs?
audiences been identified? materials on the audience? stronger? Have you facilitated
Who needs to act? Have clear 7) Have you planned how to new relationships? Have people
11) Have you thought about
target audiences been defined? collect evidence? practiced new skills? How could
access?
you support a sustained
Consider how you will capture
4) Are your behavioural Have you offered a range of program? Have you developed
evidence about the impact and
objectives actionable? opportunities suitable for new knowledge? If so, how can
results of your program. Have
different audiences? – both you share it?
Are these objectives realistic? you planned for time to reflect
sexes; all ages; people from non-
Are the audiences reachable? on the evidence? How will you
English speaking backgrounds;
Are the actions measurable? report back to the community?
people with disabilities.
2.Adapted from Education for
0 life – guidelines for biodiversity 1
1 enabling education,UK Council for enabling 1
ECOACTION Environmental Education,1997. ECOACTION
2
THE DIVERSITY CASE STUDY 1 ©
R
e
National Threatened Species Day, e
fw
OeFd BIuODcIVaERStITiYo n South Australia atc
h
S
A
Problem ,CC
S
The number of threatened species in Australia A
continues to grow, and more community
support and involvement in on-ground
Communities around Australia have conservation projects is needed.
designed and put in place some
Approach
fantastic projects that mirror the
The Threatened Species Network (TSN) facilitates community action
principles of good practice on the
to conserve threatened species yearly on 7 September, the date the
previous pages. The five examples last known Tasmanian Tiger died. Each year different flagship species
below show different solutions to are used to rally community support. Groups are encouraged to view
various problems. the day as their own and use it as a platform to promote what they
are doing to help conserve threatened species. All activities are
CASE STUDY 1 social, and line up well with the interests of the audience.
National Threatened Species Day, South Australia Actions
In South Australia, a recent National Threatened Species Day aimed to
CASE STUDY 2 highlight the need for better understanding and conservation of the
leafy sea dragon and its sea grass habitat. This unusual and beautiful
Mackay Shorebirds project, Queensland
flagship species was used to focus community attention on marine
conservation.
CASE STUDY 3
(cid:2) The TSN promoted the Day well in advance, arranged State level
Greenweb program, Sutherland Shire, New South Wales
media, and encouraged community groups in the Network and
schools to take part
CASE STUDY 4 (cid:2) A guide on how to help conserve sea dragons was produced and
Garden Guide for Albury Wodonga, New South Wales distributed through major outlets including The Body Shop
Results
CASE STUDY 5
(cid:2) 35 groups, including dive clubs, bush-, fish- and dune-care groups
Frogs project, The Wetland Centre, Newcastle,
and coastal schools, staged over 50 community activities over the
New South Wales month of September. Activities included seadragon searches, pre-
sentations, art shows and displays, beach clean-ups and on-ground
vegetation works in coastal dunes
(cid:2) Over 30 education and media activities. The Day is part of
the on-going efforts of the TSN to get communities engaged in
threatened species conservation.
More information - Contact your State
2 3
Threatened Species Network
1 enabling enabling 1
ECOACTION Coordinator or ring 1800 032 551 ECOACTION
CASE STUDY 2 © CASE STUDY 3
M
Mackay Shorebirds project, Queensland au Greenweb program, Sutherland Shire, New South Wales
re
e
n
Problem Co Problem
o
The wetlands and intertidal areas in the pe Sydney’s bushland is diminishing and fragmented preventing the
r
Mackay region are coming under increasing movement of native animals along habitat corridors.
pressure.
Approach ©
G
Approach The Sutherland Shire, located on the southern e
o
The Queensland Wader Studies Group (QWSG) aimed to increase outskirts of Sydney, developed its Greenweb ff D
o
community support and conservation of shorebird habitat through program as part of a regional approach to the re
t
its Mackay shorebird project. The broader Mackay community were conservation of the Sydney basin’s remaining
engaged by providing social opportunities to see and learn about biodiversity. The Greenweb program aims to
shorebirds, and how to identify them. People that participated in the protect and enhance native plant and animal
initial surveys were encouraged to regularly monitor the number and populations by identifying key areas of bush-
type of shorebirds in important sites in the area. land habitat and then working to link these
habitats in order to make it easier for animals to move between habitats.
Actions
The program uses various incentives to encourage people to take part.
The project identified important shorebird ©
M
areas in and around Mackay. The QWSG au Actions
re
promoted the project through the local en The Shire promoted the program through media releases, displays and
C
newspaper and radio media. o presentations (including a video).
o
p
(cid:2) Introductory hands-on shorebird surveys er (cid:2) The Greenweb officer provided free inspections of resident’s property,
were held at key shorebird habitats including a free “Garden Consultation” that identified suitable native
(cid:2) A follow-up wader identification training plant species for the area, landscaping that encourages native
session was staged at a high tide roost in central Mackay, animals, identified weed species and answered any questions.
followed by a presentation on shorebirds at the local surf life This personal face-to-face contact is crucial ©
saving club. Follow-up events after other surveys include slide to mobilise interest and involvement in the Ge
o
shows and a barbeque to allow local residents to meet and mix. program. ff D
o
(cid:2) Follow up newsletter. re
Results t
(cid:2) Participating residents were able to access
Attendance at both the survey and identification sessions
free native tube plants from the Council’s
were excellent
nursery and in some instances a second
greenwaste bin and/or bush regeneration
bags for free weed collection. They also
More information
received a free Greenweb sign to acknowledge their efforts.
WWF Shorebirds Project, www.wwf.org.au
Results
The response have been overwhelming. In 6 months, over 100
property inspections were held with residents wanting to take part
in the program
4 More information - Greenweb Officer, 5
1 enabling Sutherland Shire Council, [phone] enabling 1
ECOACTION ECOACTION
CASE STUDY 4 CASE STUDY 5 ©
M
Garden Guide for Albury Wodonga Frogs Project, The Wetland Centre, ike
S
Newcastle, New South Wales w
a
Problem n
Environmental weeds are an increasing problem in the area, hastened
Problem
by the sale of weedy species by local garden nurseries.
Lack of suitable habitat for the threatened
Approach Green and Golden Bell Frog
AlburyCity Council aimed to encourage nurseries to remove environ-
Approach
mental weeds from sale, and increase consumer interest in buying non-
The Wetlands Centre aimed to build three enclosed ponds to provide
weedy native and exotic plants. Initial efforts to convince nurseries to
habitat for Green and Golden Bell Frogs. The project relied on the
stop selling environmental weeds in exchange for free merchandising
good will of many people and organisations, and excellent leadership
and marketing was unsuccessful. An alternative approach was to work
skills to mobilise volunteers.
with nurseries to implement a community education initiative.
Actions
The communication strategy was strongly influenced by National
The project is a testimony to how a range of partners pooled their
Parks Service social research that showed the promotion of lifestyle
expertise and efforts:
choices is more likely to produce results than marketing
environmental messages. (cid:2) the National Parks Service provided plant and crew to dig the
The project is an example of a Council working through intermediary ponds
©
groups to reach an audience, providing multiple access points, and (cid:2) Paddy, a long-time member of the Lo
u
aligning with audience values. Australian Plants Society (APS) and ise
D
supervisor of the local Landcare group, u
Actions ff
persuaded APS members to donate the
(cid:2) Nursery Support Program where the Council’s Noxious Weeds
plants that were needed to vegetate the
Officer and a nursery expert engaged 14 nursery managers on ponds. His Landcare group planted them.
environmental weed issues. This effort was underpinned by a
(cid:2) the Newcastle Rotary Club came to the Wetlands Centre looking for
garden guide, information about noxious weeds, local native plant
a project, and built the frog-proof fence. Centre staff held a briefing
wholesalers and further contacts. Nurseries were encouraged to sell
meeting and provided a sausage sizzle and a case of beer for the
the guide at cost, receive free merchandising and use of a ‘helpline’
workers. And of course a thank-you letter afterwards.
for six months. This worked.
(cid:2) the good people from the Society of Frogs and Reptiles gave lots of
(cid:2) Production and distribution of the Garden Guide
advice and practical help
for Albury Wodonga. The guide was promoted in
papers and at festivals. Radio and television ads (cid:2) a frog specialist from the University of Newcastle managed the rein-
were also aired. troduction of the frogs.
Results Results
(cid:2) 12 local nurseries are interested in the program (cid:2) Three enclosed ponds with a thriving Green and Golden Bell Frog
colony, and a lot of satisfied people
(cid:2) Over 150 guides have been sold in the first 2
months of the program
More information
More information The Wetlands Centre, www.wetlands.org.au
Environmental Planner, AlburyCity
6 (02) 6023 8111 or www.alburycity.nsw.gov.au 7
1 enabling enabling 1
ECOACTION ECOACTION