SUSTAINABLE COMMUNITIES

1
SUSTAINABLE COMMUNITIES
Ms Kate Cartwright Faculty of Education, Monash
University, Gippsland campusContactkate.cartwrig
ht_at_sci.monash.edu.au
Findings Future Capital The model illustrates
the increase in community activity in Boolarra
since a development group was formed in 2002 as a
response to local perceptions that our small town
was in decline. The Study Circles formed were
central to the increased networking, which is
reflected in the increasing activity over
successive years. Laughter is a gauge of
peoples engagement. Social and cultural events
are an effective vehicle to break down barriers
of perceived differences and bring communities
together in a celebratory way. The exhibited
increase in community energy and demonstrated
multiplier effect of such networking indicates
the momentum provided by this local investment to
increase peoples wellbeing and nurture their
environment.
Regional Education is relevant The Centre for
Rural Communities Inc., in partnership with
Monash Universitys Gippsland Campus, developed a
Graduate Certificate in Regional Community
Development (RCD) in 2002 to provide skills,
resources and knowledge relevant to regional
development workers within rural communities.
Local trainee facilitators use the Study
Circle approach (Sheil, 2000) to raise awareness
of local issues to strengthen the capacity of
people to work together, often through cultural
activities. As a member of a rural community, I
intend to document local case studies with a view
to evaluating the program in terms of tangible
outcomes.
Implications The process embedded in the program
develops democratic communications skills and
fosters self- determination. Local people are
encouraged to research local knowledge to
creatively construct local solutions and enhance
sustainability. Collaborative engagement
strategies integrate academic rigor, adult
learning principles and local knowledge to
optimise sustainable futures for communities.
This offers effective means of including isolated
people, many suffering loneliness or mental
health issues as well as young people into a more
cohesive, welcoming community.

• Where to now?
• How does the collaborative education of the study
  circle effect community connectedness in the long
  term?
• What are the barriers to inclusion of young
  people in decision making processes with the
  community?
• What strategies maximise the benefits to both
  youth inclusive communities and associated
  organisations?
• This is a fluid proposal. My role will be in
  presenting the need for such a process from my
  personal and community perspective.

Methodology Action research and collaborative
consultation will include case studies,
interviews and focus groups. Issues to
address Succession planning is central to the
sustainability of small community organisations
and collaborative engagement within the Study
Circle is foundational in encouraging the
inclusion of marginalised groups, including young
people.
In a knowledge based economy, innovation and
learning are vital to communities leading their
own development. (Garlick,20037)

The Centre for Rural Communities inc.