Welcome to GEOG3028/6528 Environmental Policy and Planning

1. Welcome to GEOG3028/6528 Environmental Policy and Planning While we are waiting to start please fill out the tutorial selection sheets

2. Some preliminary comments • Special welcome to our international students • Course is about the big question facing this planet – how we move towards sustainability • EPP a new teaching area that needs some new methods

3. Lecture outline • Introductions – a little about ourselves and our academic backgrounds • Our views on teaching and learning – here to encourage deep learning • Proposed assessment • What the course is about – steps towards sustainability • Nature of resource management

4. Course Coordinators: Richard Baker Peter Kanowski Tutors: Felicity Maher Julia Pickworth Richard Baker Hannah Parris

5. If you have any problems or issues to discuss - contact Richard first • Room 29 Ground Floor Forestry Building • Phone 6125 4873 • Office Hours Tuesday 9-12noon, Wednesday 9-10.30am - send me an email if you want to make an appointment to meet me outside these hours • To arrange a meeting outside these times email me Richard.Baker@anu.edu.au

6. My intellectual voyage • Come full circle – undergraduate in Geography – honours in archaeology and physical geography • NT Museum • PhD in human geography • NMA - building collections - briefing ministers

7. Richard’s favourite definition of geography • It is about who gets what where

8. Geography that has influenced me • Hugh Stretton’s “Ideas for Australian cities” – as the back cover notes “women and children last”. Stretton discusses the two alternative plans for Higgins “all of Plan A’s charms, economies, safeties and ingenuities were sacrificed to take sixty seconds off the average drive from home to the local shops” the selected plan also saved less trees, had less houses facing north so reducing the possibilities of solar orientated houses and the heaviest traffic flows past the school

9. David Harvey’s (1984:7) Applied people's geography • As Harvey notes geographers “cannot remain neutral”. In documenting human-environment relations geographers are always revealing issues of equity and inequality (eg who gets or doesn't get what and why). Geographers then clearly have an ethical choice - ignoring the implications of their results or trying do something to rectify inequitable situations. Either choice is a political one. http://library.anu.edu.au/search/rGEOG3028/rgeog3028/1,1,1,B/frameset~2128136&FF=rgeog3028&1,,0

10. Roger Croft 1999 “Geography Matters for the Environment of the Twenty-first Century” Geography matters because “geographers have the technical knowledge, the practical experience and the ability to bring together the means of managing natural changes and their human impacts and to advise on the social process and fiscal instruments which will be necessary” p 346

11. Croft finishes (p349-350) by describing the kinds of skills that geographers engaged in environmental issues need. He argues that we need to: • understand the dynamics of change and reasons for it. • make connections between issues, and to recognise the interdependencies and feedbacks that occur. • have familiarity with the manipulation of spatial and temporal information not simply for its own sake, nor for the sake of geographers, but for use by politicians and other decision makers.

12. Finally, and of great relevance to this course he argues that people trained in geography • have greater understanding of, and greater engagement in, social process issues. We need to ensure that geographers have political antennae, that they are aware of politics at all levels, including awareness of the subtleties of community issues with the different constituencies.

14. SRES: getting natural & social sciences working together to make a difference “It is impossible to solve today’s problems by thinking the way we thought when we created the problems” - Einstein

15. How I understand forestry & forest policy “ ... forestry is not about trees ... it is about people ...... it is about trees only insofar as trees can serve the needs of people”Jack Westoby 1967 “forest policy has to balance, in one way or the other,the relation of society with the forest resource…”Adriaan van Maaren 1984 “the sustainable forest is controversial for good reason: any one definition represents particular values at others’ expense” “Sustainable is a political word that denotes conflict. It symbolises resistance to change that people do not want, and demands for change that they do. It identifies a search for means to stabilise conditions and a social process that is bound to change them.” Jeff Romm 1993

17. Peter’s background & biases relevant to EPP • undergrad & grad work in forest science • a broader view as a result of international experience • privileged to have opportunities to engage with policy and regional communities: • World Bank forest policy reviews (1991, 2001) • Australian forest processes (RFA, WRA …) • ACT post-bushfire processes: land, catchments, arboretum • COAG Bushfire Inquiry • international intergovernmental processes

19. Forest policy & planning as an example of EPP... Forests: traditional & modern perspectives • traditional:ecosystems - shaped by nature & natural processes • contemporary: forests as “soft systems” [Berkes & Folke] (“soft systems” - those of which people are part)shaped by nature + people[John Dargavel - Fashioning Australia’s forests]

21. Australian forests - shaped by people & nature Aboriginal Australians’ shaping …

22. Settler Australians’ shaping

23. Still being shaped…www.racac.nsw.gov.au/rfa/wra

24. The choices we make in environmental policycan have profound implications … Canberra 18 January 2003 www.coagbushfireinquiry.gov.au

25. International contexts • focus on the Millennium Development Goalswww.developmentgoals.org/ • the contribution of forests to poverty reductionFAO - State of the World’s Forests 2003 Part IIwww.fao.org/forestry • recent CIFOR workwww.cifor.cgiar.org > Forests & livelihoods > Governance

26. Some of Peter’s (borrowed) thoughts on teaching and learning Principles for effective learning • generate interest & provide explanation • concern & respect for students & your learning • provide appropriate assessment & feedback • establish clear goals & intellectual challenges • offer independence, control & active engagement • lecturers learning from students (Ramsden 1992 Learning to teach …)

27. Some thing Richard has learnt about on teaching and learning • Teaching is about inspiring you to make connections between what you know and what you don't yet know • Teaching and learning can make a difference

28. Some of my learning principles • Teaching needs to be opportunistic, intuitive and iterative • Need to consider other ways of doing things • Need to help you learn to learn • Need to encourage peer learning • Need to encourage your ownership of as much of the learning process as is possible

29. Our role as teachers • to share our passion for learning • guides on the side – not sages on the stage

30. Deep approach to learning • Focus on what is signified (eg the author’s argument) • Relate previous knowledge to new knowledge • Relate knowledge from different courses • Relate theoretical ideas to everyday experience • Organise & structure content into a coherent whole

31. Proposed assessment for 3028 students • Briefing Paper 15-30% • Tut Facilitation 20% (no range as you will be usually co-facilitating with someone) • Learning Portfolio 10-30% • Tut paper 30-40%

32. Briefing paper exercise will assist you in the workplace 10:47 AM 17/10/2003 +1000, Hi Richard,I just wanted to let you know that the ministerial brief i did in your course last semester has already come in handy.   I recently attended an interview for a grad position at the Aust greenhouse office and writing a brief was one of the tasks we had to do (based on 3 articles in 45 mins).That was the best part of the whole process for me.regards, Kerryn

33. Learning portfolio must include: • all of your one page tutorial summaries, (ie you must do them even if for some reason you end up missing a tut) • a brief note from each tutorial and lecture you attend on what you learnt • your supertutorial summary and one page summary of how two lectures/talks/seminars relate to EPP - to be submitted by the start of the last lecture. Any of the panel sessions in SRES1001 can be used for these summaries. 

34. Useful weblink • My homepage has a detailed list of work from former students

35. Proposed assessment for 6528 students • Briefing paper at the end of the course 15-30% • Tut Facilitation 20% (no range as you will be usually co-facilitating with someone) • Learning Portfolio 10-30% • Tut paper 20-40% • Seminar on EPP that works in your country 15-20%

36. Graduate only task • Brief (8 minute) seminar and PowerPoint presentation on examples of  EPP that work in a country of your choice - International students are strongly encouraged to discuss their own country.  Students wishing to do an Australian topic need to select a region or sector  (eg water resources)   

37. Can I see some examples of these country briefs? • Yes- click her for some examples from previous courses but please note before 2004 the task was to describe EPP in general not to focus on "what works“. So make sure you examine examples of things that work and give some analysis of why they work and the degree to which  these examples are cultural or historical specific and the degree to which they might be more widely applicable. 

38. Attendance at all lectures is strongly encouraged • you cannot learn if you don't attend • if you cannot come to lectures or tutorials you should not be doing the course • you MUST attend the lecture the week after the tutorial you facilitated to report back on what you learnt in the tutorial. • You are required in your learning portfolio to comment on what you learnt in lectures – you are required to include an explanation if you miss more than two lectures

39. Attendance at all tutorials is expected • you MUST attend the supertutorial you get allocated too • You MUST facilitate the subsequent tutorial • You are required in your learning portfolio to comment on what you learnt in tutorials – you are required to include an explanation if you miss more than two tutorials

40. Tutorials are a central part of this course • Hence the assessment emphasis on the tutorials • “inputs” assessed by marking your tutorial facilitation • “outputs” assessed by marking your tutorial papers • Tutorials will give you the chance to learn from each other and to develop facilitation skills

41. What are “supertutorials” • Held 2-4 on Tuesday in Sternstein Room in Geography Department • They are pre-tutorial workshops • You only need to go to one – the one the week before you facilitate a tutorial • Link to an article I wrote on them a while ago

42. Task: analysing policy • Form a group of 4 or 5 with people you don’t yet know • Introduce yourself to each other and learn everyone’s name – we will select one person at random in each group to introduce everyone else • Brainstorm what you think are the best and worse environmental policies that you can think of • Elect a spokesperson to report back to group to explain why policies were so good/bad

43. Take a 5 minute break • make sure you fill out the tutorial selection sheets if you have not already done so!

44. Field trip for environment studentsSaturday 5 March • Introduction to some key ACT environment issues (woodlands, post-fire restoration, urban sustainability - see program at SRES reception) • Hear how ANU staff & students are working/ can work with ACT agencies and community groups • Transport provided:depart SRES 10am, return 4pm • Lunch in Botanic Gardens - bring or buy • Sign up at SRES reception by 4 March

45. What this course is about!General context:The complex relations between R-E-S:these are inherently political.Specific focus:Policy and planning:means of giving effect to societies’ intent.

46. Aims of the course • To help you develop a broad understanding of EPP, through a variety of means (lectures, supertutorials, tuts, and - most importantly - the work you do reading and thinking about issues raised) • To encourage you to think critically about EPP contexts & issues • To develop your skills in policy analysis, and in communicating ideas, both orally and in writing

47. Course will help you develop three essential skills for the workplace • Ability to effectively discuss ideas and to listen to ideas of others • Ability to write well and concisely • Ability to locate relevant material and to effectively deal with what one might call the "infoglut" relating to the environment.

48. By the end of the course we hope that you have a good understanding of the: • contested nature of environmental issues • value of community involvement in EPP and the variety of possible means such involvement can take - http://www.savetheridge.org.au/ • kind of work professionals in this field are doing and the kind of skills and knowledge required to best do this work • history of EPP in Australia and the Australian policy process • and that this in turn has given you the ability to learn from past successes and mistakes

49. Sustainability:the fundamental issue in environmental policy & resource management? Dimensions & considerations: • Ecological • Economic • Social • Cultural (see Lowe: http://www.abc.net.au/rn/science/ockham/stories/s317194.htm )

50. Sustainability is a process • Sustainability is a process and includes ecological, social and economic dimensions. • We recognize that the question of what is to be sustained has to be addressed by a case-by-case basis (see Costanza and Patten, 1995. -- Defining and predicting sustainability. Ecological economics 15: 193 – 6)