This month we lost a Permaculture elder, author, teacher & educator. Dr Ross Mars was many of those thing’s but he was also a husband, father, pop, brother, uncle, friend and mentor to many. Not many people know, but we actually have Ross’ wife Jenny to thank for bringing permaculture to Ross. It was her who first did a Permaculture Design Course and suggested Ross do one too.
The rest, as they say, is history.
Ross’ contributions to permaculture were numerous, and if we tried to list them all, we’d be here until tomorrow and would probably still forget some. Ross’ involvement in Permaculture has spanned more than three decades during which time he had two “Candlelight Farms”, wrote and co-authored twenty books for the beginner Permie, the Permaculture classroom, Permaculture disguised as Science in the Garden, and his last one on Regenerative Agriculture, which only went to the publisher this August. He played an integral role in establishing approved greywater and black water recycling systems in Western Australia, and was a member of the Greywater and Wastewater Industry Group. He was one of the main organisers for the 2016 Australasian Permaculture Convergence here in Perth and contributed to many others. Ross was a teacher, a high school science and math teacher in fact, and he brought that skill into Permaculture facilitating and delivering numerous courses – Introduction to Permaculture, Short Workshops, PDCs, Advanced Courses, Teacher Trainings, Permaculture Earthwork Courses and all levels of the accredited training sector. He wrote and established the accredited training for Permaculture from the Certificate I to Diploma level and made WA the forefront of accredited Permaculture training in Australia. In addition, he also brought Certificate I & II Permaculture qualifications into high schools through the Vocational Education & Training in Schools system. As a designer and consultant, Ross’ name and “Candlelight Farm” will be found on numerous designs for schools, colleges and community gardens as well as his work with property owners helping them achieve their dreams. We could go on, but what we really want to talk about is how many lives Ross touched in doing all this. How many people felt that he changed the direction they were travelling in and his influence on their life. He changed not only people’s properties, but also their worldviews and in many cases the directions of their life.
Two themes keep coming up when speaking with people about Ross: His humour and his generosity. We are the best examples of that and neither of us would be where we are today without Ross. He taught us much of what we know and encouraged us to go out, start our own business’ and to teach others – sometimes with a (not so) gentle kick in the behind. He supported our baby steps with patience, and trusted us as we grew wings and found our own teaching styles. We could also question and disagree with Ross and he would listen and take on our point of view or differences in opinions, but we always knew we were still mates. How many weekends were spent at Candlelight Farm learning from him? Financially, it was never worth it for him, he did it to inspire others and because of his love of teaching and his belief in what Permaculture could do for a community. He would say to us on more than one occasion, “When it comes down to it, Permaculture is about Community, Soil and Water” and although we’ve tried to think him wrong, he had a point. Permaculture is about Community and that was what Ross fostered by his actions and innate generosity. I remember doing one of the courses with Ross around 2011 and he brought in these MASSIVE Bunya pine cones happily declaring he was going to harvest the seeds and make us a gluten free, Bunya Pine Nut Chocolate Mud Cake for our next teaching session. True to his word he did and I’m yet to find a better chocolate mud cake than Ross’ “Bunya Pine Nut Chocolate Mud Cake” – he was onto gluten free before we even knew what gluten was. That was the lengths Ross would go to for his students to harvest enough pine seeds to make us a chocolate cake just so we could experience it.
We like to think that our countless hours of fixing his reticulation, propagating new plants, making mudbricks, building straw bales, sanding, concreting, surveying or building something was actually helping him. Most likely though, he spent more time fixing it up afterward but you would never hear him complain. What his approach taught us though, was that it was okay to have a go and learn on the job. To use tools we weren’t naturally comfortable with, and that circumstances didn’t need to be perfect to work. Ross had an uncanny sense of smell for cake and a knack for materializing out of thin air whenever it appeared. If we needed to speak to him, all we had to do was announce morning tea to our students and his cheeky grin would poke around the corner under the pretence of “selling” books, or needing to talk to our students about something. Teaching was carried out in a refitted shed with the ablutions consisting of a homemade composting toilet with a bucket, a toilet seat and a container of sawdust. This proved a little too overwhelming for many students as in the end it was upgrade to a “normal toilet” that flushed. Ross handed over the teaching reins to us a few years ago so he could enjoy more time with his beloved wife Jenny, their dog Bruno and all the family. We hope we can do him proud and continue his legacy. He was a teacher and mentor, but to us, and many more in the permaculture community – he was much more than that, he was our friend and he will be greatly missed.
Elmer Sayre of Water, Agroforestry, Nutrition and Development Foundation in the Philippines has given us WAND’s one-year-on update.
The project is in Naawan Highlands, Mindanao (the large southern island of the Philippines), where the aim was to establish a 3000 seeds and seedling nursery and implement 2 permaculture design courses for the local communities.
The seedling nursery is flourishing with timber tree seedlings and high-value fruit trees like jackfruit, durian and rambutan. These will help restore the degraded lands and provide income opportunities for the farmers.
Elmer ran the first PDC in September, in collaboration with a local youth organisation called Association of Locally Empowered Youth in Northern Mindanao (ALEY-NM). They focused on young people, who are losing interest in farming and leaving their ancestral lands. WAND wanted to inspire them to “embrace farming as a noble and rewarding profession”, and to learn how to regenerate their farmlands using permaculture principles.
Youth training
The second PDC will be held in December, and will prioritise the indigenous Higaonon communities, who are still practicing slash-and-burn farming, which is harmful to the environment and their livelihoods. WAND hopes to empower them to adopt more sustainable and productive farming methods, and to preserve their rich culture and heritage.
WAND has also distributed open-pollinated vegetable seeds, such as okra, tomato, eggplant, squash and pechay, as well as sweet potato and ginger, to trainees and neighboring farmers. These will help to diversify their crops and improve food security and nutrition. A total of 175 individuals have benefited from the seeds and planting materials.
WAND are grateful to their village volunteers, who have been instrumental in facilitating technology transfer and monitoring the needs in the field. They are “the backbone of our project and the agents of change in their communities”.
Village volunteers on the steep slopes
Lastly, WAND has partnered with Mindanao Forestry Ventures, an organization working on carbon credit/offset advocacy, and hope to generate support from this facility to scale up their land regeneration initiative. This will not only help combat climate change, but also create more value for farmers and their lands.
Elmer concludes. “Thank you Permafund for your continued support and interest in our project. We will keep you updated on our achievements and challenges. Please feel free to share this post with your friends and networks, and help us spread the word about our work.”
Elmer Sayre checks jackfruit cultivation
Contributions to the Permafund can be made here. Many thanks.
The Democratic Republic of Congo remains one of the richest in terms of natural resources yet is still one of the poorest countries in the world. Its colonial history was savage. There was a failure to hand over any semblance of administrative and executive governance during the country’s pathway to Independence in 1960. The result is a tragic trail of dictators who, through corruption, have prospered while their people have struggled.
It’s in this environment that Permafund’s grant program has entered its 17th country by partnering with an NGO known as the Union of Women for Rural and Community Development which goes under the acronym UFEDERCO.
They’ve been operating in the region of South Kivu in the east of the DR Congo since 2015. They have a broad range of areas where they assist the most vulnerable women and children with food security and sustainable agriculture, legal and judicial assistance for victims of gender based sexual violence, the promotion of the environment, education and access to water.
The AU 2000 Grant Permafund provided went directly into starting food gardens in 2 primary schools. The project aims to fight against malnutrition in schools, improve the economic and social livelihoods of women in poor families and increase food and organic seed production to make the region more resilient toward food sovereignty.
Most of the budget was for the purchase of the initial seeds and equipment for making the garden beds. The materials were distributed to 700 students from the 2 schools as well as to 60 women farmers selected on need who then formed Permaculture committees to oversee the project. The main crops grown include cabbage, potatoes, eggplant, amaranth, onions, peppers, carrots, and dongodongo.
700 school children benefitrd from the permaculture training supported by Permafund
Also part of the project was a series of educational training related to Permaculture topics such as developing soil fertility and making organic pesticides. Over 70 marginal farmers were involved in this training.
Utilising garden tools was part of the students’ training
This was an early report from the project which seems to be going well. The main outcomes will occur at harvest time, and then how well they can save the seeds so that the school gardens continue to go on year after year.
This is the type of project where Permaculture can make a big difference…..where the need is great. $2000 is allowing 700 children and over 100 women farmers to have a chance at a better quality of life by improving their nutrition. We’ll keep in contact with this group in the Congo and look forward to both further reports and maybe assisting them again in the future.
Fundraisers such as open gardens and community events to support Permafund’s micro-grant program are a wonderful help and are very much appreciated.
All gifts, tithes and donations made by individuals and businesses to the Permafund that are over $2 are tax deductible in Australia and are warmly welcomed.
Contributions to the Permafund can be made here. Many thanks.
Here’s your chance to win BIG and elevate your permaculture lifestyle to the next level. Get ready to be educated and inspired like never before.
🌟 The Grand Prize Includes: 🌟
🌿 1 x Set of Permaculture Ethics & Principles Fridge Magnets
🌞 1 x 2024 Melliodora Permaculture Calendar
📚 7 Incredible Books That Will Revolutionise Your Approach to Permaculture:
🏡 RetroSuburbia: The Downshifter’s Guide to a Resilient Future: by David Holmgren
🌏 Earth Restorer’s Guide to Permaculture by Rosemary Morrow
🌿 Essence of Permaculture booklet by David Holmgren
🍹 The Art of Frugal Hedonism by Annie Raser-Rowland and Adam Grubb
🐐 Our Street (Retrosuburbia for Kids by Beck Lowe, Brenna Quinlan and David Holmgren
🏝️470 by Linda Woodrow
💫 You Can Have Your Permaculture and Eat It Too! By Robin Clayfield
🎁 Approximate Total Prize Value over $300!
This is your opportunity to embrace permaculture principles and practices with a treasure trove of valuable resources. Whether you’re a permaculture veteran or just starting your sustainable journey, these prizes are bound to elevate your understanding and lifestyle. Already have these titles? We will aim to get them to the winner prior to Christmas – perfect for your gift list!
2️⃣ Already a member? Sit back, relax – you’re already in the draw!
📅 Full Terms and conditions can be found below
🌿🌟 Don’t miss your chance to win these incredible prizes that will help you lead a more eco-friendly and sustainable life. Enter now, and let’s transform the world one Permaculture enthusiast at a time!🌟🌿
Terms and Conditions
For the purposes of these Terms and Conditions, “The Promoter” refers to Permaculture International Ltd trading as Permaculture Australia. The “Prize” refers to bundle prize of 1 set Permaculture Ethics & Principles Fridge Magnets, 1 2024 Melliodora Permaculture Calendar -7 books including RetroSuburbia: The Downshifter’s Guide to a Resilient Future: by David Holmgren, Earth Restorer’s Guide to Permaculture by Rosemary Morrow, Essence of Permaculture booklet by David Holmgren, The Art of Frugal Hedonism by Annie Raser-Rowland and Adam Grubb, Our Street (Retrosuburbia for Kids by Beck Lowe, Brenna Quinlan and David Holmgren, 470 by Linda Woodrow, You Can Have Your Permaculture and Eat It Too! By Robin Clayfield Approximate total prize value AUD $322.00
By entering the competition you agree to be bound by these terms and conditions. All entries must be received by 11pm AEDT Thursday the 30th November 2023 on. One (1) winner in Australia will be selected at random by The Promoter on Friday the 1st December 2023 and the winner will be notified on or after this date. To be eligible for the Prize draw, entrants must be a current financial member with paid membership of the Promoter prior to the close of the draw.
The Promoters competitions are open only to residents of Australia. One (1) winner will be chosen at random from all entrants and across all platforms. Employees, board members and volunteers of The Promoter are not eligible.
Instagram or Facebook are not in any way affiliated or involved in the competition.
Only one entry per person per competition will be accepted.
Existing financial members are automatically included in the draw. Must be a financial member as at 11pm AEDT Thursday the 30th November 2023
The Prize will be awarded to a randomly selected winner using RandomPicker software.
The Promoter will not be held liable for any failure of receipt of entries. The Promoter takes no responsibility for any entries which are lost, delayed, illegible, corrupted, damaged, incomplete or otherwise invalid.
To the extent permitted by applicable law, The Promoter’s liability under or in connection with the competition or these terms and conditions shall be limited to the cost price of the Prize in question.
To the extent permitted by applicable law, The Promoter shall not be liable under or in connection with these terms and conditions, the competition or any Prize for any indirect, special or consequential cost, expense, loss or damage suffered by a participant even if such cost, expense, loss or damage was reasonably foreseeable or might reasonably have been contemplated by the participant and the promoter and whether arising from breach of contract, tort, negligence, breach of statutory duty or otherwise.
Prizes are non-negotiable, non-transferable and non-refundable. No cash alternative is available. Where a Prize becomes unavailable for any reason, the promoter reserves the right to substitute that prize for a prize of equal or higher value.
The name, address, email address and phone number of the winner must be provided to The Promoter if requested to enable fulfilment of the Prize.
In the event of unforeseen circumstances beyond The Promoter’s reasonable control, the promoter reserves the right to cancel, terminate, modify or suspend the competition or these terms and conditions, either in whole or in part, with or without notice.
The Promoter’s decision is final. No correspondence will be entered into.
The winner’s name will be posted on the website, social media accounts and newsletter of The Promoter after the winner has been selected.
Some time ago we inherited a very large garden. I was not a gardener but strangely enough I come from generations of farmers. So, I learned fast. I also wanted a method that would suit my wife who was injured in a car accident and sometimes found bending painful. Trawling the internet, I found Strawbale Gardening.
This was some seventeen years ago. I have experimented with the method, and it works very well. I have taught it in the UK, Australia, America and Canada.
Firstly, you do not need soil. So, it follows that you can start your new strawbale garden almost anywhere. On grass, concrete, on your drive, patio or in the backyard. There is no digging and best of all no weeds. There is no waste. When the strawbales are “tired” having had no soil borne diseases they make first-rate compost.
Speaking for myself and a few friends these seem to be the most popular vegetables to grow in strawbales. Pole beans, onions, tomatoes, peppers, potatoes, spring onions, marrows, pumpkins, peas, beetroot, cucumbers, lettuce, cabbage, and cauliflower to name but a few. I have had extremely mixed results with sweetcorn so I would probably advise you to steer clear until you have mastered the technique. Strawbales fit in most spaces, you can grow on the surface of the bale, being careful to plant right to the edge, and vertically using poles.
One of my favourite strawbale systems uses three bales and seven canes. I grow three varieties of tomatoes up the canes and lettuce, cabbage and marrows on the surface. I have attached a bad drawing to illustrate. You can also plant flowers to act as companion plants. Strawbale gardening is not simply a question of throwing a few seeds in the bale and hoping for the best. It is a little more complicated than that. But it is very doable and very worthwhile. The main thing is to get the strawbales composting. You achieve this by adding water and a nitrogen-based feed over some time and in varying quantities. This gets the bales “cooking”. I have devised a seventeen-day “maturing” schedule and by the end of this time, the strawbales should be ready to plant and or sow into. This is a vital part of the whole operation and when done correctly ensures good crops.
Potatoes are great fun to grow in bales. There are two lengths of bailing twine going horizontally around the strawbale. This is one of only a few times I removed both the twines. It gives the potatoes a bit more freedom. Choose a potato that is not generally available in the shops. My favourite is Pink Fur Apple. It is a great little salad potato and super tasty. When you pull apart the strawbale to reveal your potato treasure it should come away in slices. If you lay this down it makes a great bed for marrows and pumpkins, so not a thing gets wasted. Incidentally, this method is great for children and makes a good classroom project.
One last thing, a strawbale garden looks great. I hope this has whetted your appetite to have a go at strawbale gardening. If you need any further information, please use the Contact Us page on my website. If you want all the lowdown, then I have written an e-book that covers everything.
by Greta Carroll – Permaculture Australia Board Member and Chairperson
The Permaculture design ethics and principles have always been used in physical landscape design. Growing in popularity and importance is their application in social landscapes and businesses. For example, Meg McMgowan used the ethics and principles to teach new officers in the NSW Fraud Squad, Permaculture for Refugees uses them for an approach to working with people who have experienced displacement, a museum curator uses them to set up new exhibitions, and PermaQueer use them to demonstrate the difference between extractive, reductionist cultures and more syntropic, regenerative ways of being in the world.
For the last five years most of my work has been in permaculture education. I spend a lot of time thinking about the way culture, methods, and tools create effective learning environments, and designing and delivering educational experiences in Australia as well as overseas.
Below is a non-exhaustive and constantly evolving list of some of the ways I use permaculture ethics and principles as a teacher. I’ve drawn on content from Rowe Morrow’s Permaculture Teacher Training Book where I think it’s useful.
Ethics
Earth Care – What options do we have for catering in our courses? Can you passively heat or cool the venue to rely less on fossil fuels? Sitting under the shade of a tree is often much nicer than a hot, stuffy classroom.
Can I find teaching tools that are reusable, recycled, multi-functional, biodegradable and/or locally produced?
What does the language I use say about the relationship I have with the Earth? Do I speak from a power-over- or anthropocentric paradigm?
People Care – What are the roles and responsibilities of learners outside of the classroom, and how can we ensure we’re accommodating them in our course designs? A needs analysis might tell us we need to offer childcare, provide something for breakfast for students who haven’t eaten, not teach on a Friday or start and finish earlier to miss peak hour traffic.
In our facilitation, are we catering for a variety of learning styles, cultures and mobility needs?
Teachers must be expected to model best People Care practices, including avoiding using sarcasm, ridicule or violence towards their students. There is never ever any excuse or reason to exploit the power a teacher is given by virtue of their role as a teacher. No sexual approaches by teachers to learners are ever OK. When they happen, a serious breach of trust and permaculture ethics has been committed (Morrow).
Fair Share– This can be expressed in many forms; from sharing questions among all participants rather than allowing one or two people always to answer, offering scalable fees or scholarships to allow people of all resource levels to learn, and sharing the boring work of cleaning and washing up.
PRINCIPLES
Acknowledge the local knowledge, custodians and history of the land (Principle 0) –
What is my relationship to the land we’re teaching/learning on? Do I have permission to be on that land? Have I acknowledged the history and the custodians of the land we’re gathering on?
Sometimes I teach in places where rightful custodianship has changed many times throughout history, and I acknowledge all the people, plants and animals who have passed through that landscape, carrying and sowing seeds, cleaning water and building soils over time.
I think about the blindspots I have due to my social/cultural background. Is there someone better placed than I to share knowledge of certain things? Who can speak to the local languages of regeneration? Can others share their own story?
And especially when I am in cross-cultural teaching spaces; What cultural ways of knowing, being and doing are in the room? How can I maintain and support existing ecological knowledge rather than imposing my own learning, opinion or culture? What are your seasons? How do you build soils? What foods do you like to grow? How do you store water and seeds? Can you draw your grandparents’ house?
Finally, whose voices, knowledge and perspectives am I referencing and sharing through my teaching? Are they all of the same straight-male-settler demographic?
Observe and Interact –
Who are your learners? What do they already know? Can you observe what is happening in class and adapt to better suit their needs? This might mean returning to a topic to explain it more clearly, changing the class plan to better suit students’ learning edges and interests. Change lunch hours, or opening and closing times, speak louder, slow down, use graphics not words. You can think of more.
Catch and Store Energy –
Education itself is a practice of catching or gathering energy (information, skills and even physical resources) from people, projects, and landscapes around us and storing it in our communities and relationships for future use.
As Tyson Yunkaporta says “relationships are the only way to store data safely in the long term”.
Integrate rather than Segregate –
Learning in groups is an effective teaching method that functions to accelerate learning and produce creative solutions and ideas. When the right conditions are created, cross-cultural exchange enriches learning environments and can build confidence in students. Are there opportunities for peer-to-peer learning?
Did you know that group discussions are a highly effective tool for creating attitudinal change? When peers share stories in small groups, attitudinal change is more likely to occur through than through lectures (Morrow).
Design from patterns to details –
Can you design learning experiences using this principle? Start with a needs, functions and products analysis of the learning ecosystem or community you are in. This will help identify your overall course objectives as well as the structure (length, days, times etc). Next consider the flow of the learning journey; the order and layering of topics or information. Write the session learning objectives, and finally choose teaching methods and activities to match.
Obtain a Yield –
I teach to learning objectives and ensure I can measure them. We know learning has happened when participants can explain it, make it, draw it or do it. Our yields in education are the competencies we see demonstrated by the end of a session and at the end of a course. This is critical.
Produce No Waste –
Linked to the two principles above. How can you minimise wasted time? When we have structure and teach to learning objectives, we reduce the likelihood of going off on tangents and wasting students’ time.
Also linked to Earth Care, can I choose learning/teaching materials that aren’t polluting? Such as refillable markers, pencils over pens, crayons or pastels over textas, masking tape and bulldog clips over blu tack or sticky tape (Morrow).
Use and Value Diversity –
We need the student who always answers first to help us break the ice, we need the person who just gets on with the task just as much as we need the contemplative who asks us why we’re doing it. We need the enthusiast, the analyst, the artist, the expert and the critic. A healthy learning ecosystem recognises and values everyone; what they bring and where they are on the path.
Value the edges and the margins –
The ecological edge is often the most productive. Our social edges are also just as abundant when they’re properly resourced. Can we build learning environments that welcome and support people of all genders, abilities, religions, worldviews, languages, and incomes? I consider whose life experiences aren’t included in the mainstream content or when I say ‘we’.
Look outside the walls of the classroom to use often overlooked teaching environments. For example, erosion by the side of the road, the effect of boundary fences on vegetation, the moss growing between pavers.
In the middle of Kuala Lumpur – a densely populated and disturbed urban landscape – Rowe taught part of an environmental water class standing around an open concrete drain. Sure enough water snaked along the drain creating tiny riffles and pools, just like a river or delta.
Practice self-regulation and accept feedback –
Self-regulation is different for everyone. As educators we might ask ourselves some of the following questions: Was I telling people something, or asking for their knowledge? How long did I talk for in that session? Am I taking on too much in the coordination? How accurate is my content for this subject? Is ego getting in the way of being able to say “I don’t know” when I don’t know? Can I stay open to receiving feedback from participants and other co-teachers? If participants are not understanding a concept or task, can I be attentive, humble, and responsive enough to ask a different question or change the teaching method.
Creatively use and respond to change –
When things don’t go according to plan – which happens at least once every course – how can I best respond? If it’s raining and the workshop can’t be in the garden what are the other options? What if the projector doesn’t work or the power goes out, how else can I move through this content? Adaptability is the greatest asset as an educator.
Each element is supported by more than one function –
According to David Kolb, there are four modes of perception/processing (audible, tactile, kinesthetic, visual) and four ‘learning styles’ (reflective/analytic, creative, commonsense, active). Every person has their preferred or dominant combination. Knowing this, how can we design learning opportunities to suit all learning styles? Include a combination of facts, theories and evidence, discussion and reflection, active learning (such as group tasks, observation, videos, experiences) and practical skills (such as doing, designing, making). Using multiple teaching methods within each session will increase the number of students able to connect with new information and improve the quality of all learning in the class.
Memory is scattered throughout the brain. To assist memory, learning in two or more modalities is very important, e.g. listen and take notes, see and try, do and discuss. (Morrow).
Cooperate don’t compete –
We need as many teachers as possible. When someone emerges in your geographic area and wants to teach, can you welcome them? Consider how you can work together to create more effective education experiences for potential learners. Think of resource sharing guilds and distribute your work in different spaces and times. For example, someone offering design courses spread over weekends whilst someone else offers full-time residential courses, or working in different social demographics. Also remember no one can teach forever – can you embrace social succession?
Further exploration and discussion on these ideas is welcome.
Discussions were deep, laughter aplenty, the fire burnt hot, warming so many
For the first time since the lock down period, permies from around the country were able to gather again, this time on Peramangk country in South Australia.
With the inspiration to recognise the movement’s roots and early beginnings a plan was hatched to create an informal community space at the Australian Permaculture Convergence 2023 in South Australia modeled on the original Chai tent at Woodford Folk festival in 1984, co-created by Robin Clayfield, Skye, Karin and Hans Erkin.
The aim was to create a comfortable space to lounge and debrief from each day’s activities. The chai tent was well received by the Mount Barker community on the Friday night Twilight market event, attended by over 600 people.
The following days during the APC saw lots of crushing of spices, turmeric and ginger. The scent of chai drifted through the beautiful site of the Waldorf School, drawing in people to enjoy a nice cuppa and have a chat.
A small team of volunteers from the East Coast, supported by a local crew, set out to raise funds for Permaculture Australia’s Permafund that supports permaculture projects around the world.
The crew created the space and cooked up lots of hot and spicy cups of chai served with local honey and lovely dark chocolate covered Medjool dates filled with macadamia butter. A special handmade pottery mug was created and crafted by a local potter in Berry NSW to raise funds for Permafund.
The feedback the organisers received from the attendees was overwhelmingly positive, and that it was a testament to the incredible energy and enthusiasm that the chai crew brought to the event.
The Cosmic Chai Tent project was able to donate $2200 to Permafund.
Crew member John Champagne of Brogo Permaculture said, “We’ve started a conversation about privilege in and around permaculture circles lately and communities coming together to raise funds for Permafund offer us all an opportunity to assist those in greatest need and manifest our Third Ethic of Fair Share.”
Fundraisers such as open gardens and community events to support Permafund’s micro grant program are a wonderful help and are very much appreciated.
All gifts, tithes and donations made by individuals and businesses to the Permafund that are over $2 are tax deductible in Australia and are warmly welcomed.
Contributions to the Permafund can be made here. Many thanks.
“Sociocracy is like permaculture for people”- Erin Young
Article by Alex Aguilar – Board Member
I think back to my first corporate experience as an intern for a prestigious company in Mexico. Although the pay was great and the work was relatively easy, I quickly realised there was a lot of toxic politics at play – I would hear whispers in the corridors about management, complaints about meaningless processes and how no one’s opinions were valued or needed; a rather dreary feeling that nothing would ever change. Back then, I wished there was a different approach to this ‘traditional’ corporate world.
I’m happy to report things weren’t that bad after that experience, and I have had my share of excellent supervisors and coworkers. Even then, sometimes it seems intrinsically hard to work in a group. At worst, I have inevitably ended up feeling like my voice didn’t matter all the time. I’m sure some of you will agree with me: this feeling that our voice doesn’t matter is detrimental to us as individuals, and also to the group’s work.
Dreaming of something different is what first led me to find permaculture. I think we have an obligation to do better for every living being on the planet, and yes, that includes ourselves. I also feel a tremendous sense of urgency. We’re at a time when climatic instability is affecting the world’s energy systems, which are becoming overwhelmed more often and with more serious consequences.
I don’t know about you, but ’overwhelmed energy systems’ is not how I want to describe 2023. The bucket is already full. Our traditional models and ideas need changing with the times, and they need to adapt as fast as possible. And this my friends, is where sociocracy and permaculture intersect, as options to try something different right now.
Permaculture is based on simple, core ethics and principles I resonate with – the foundations of Earth care, People care and Fair share. It is a framework upon which everyday actions align with ethical values and vice versa. It can be practiced anywhere in a myriad of different forms. Jonathon Engels wrote it beautifully in an article for the Permaculture Research Institute on “Why permaculture?”.
Also based upon basic principles, sociocracy focuses on the social aspect, covering the delicate intricacies of communicating effectively with other human beings in a group that aims towards a common objective. Much like Permaculture Australia’s mission of supporting, promoting and advocating for permaculture ideas, solutions and strategies. This is why the PA Board decided to look at sociocracy more in depth.
Enter Erin Young, member of The Sociocracy Consulting Group (TSCG) and a fellow permie. Erin helps organisations to be adaptive, responsive and effective by consulting in collaborative decision-making and governance, based in sociocracy. In August, she facilitated 2 sessions to a small group of volunteers and paid staff as a taster to sociocracy (Thank you Erin!).
The beauty of working in circles
From the get go – this felt different. We kicked off with an opening round where each of the participants got a turn to share their name and location, a word that described how we were feeling coming into the meeting, and a sentence that enshrined what we hoped to achieve through sociocracy. I had a turn to speak and a turn to listen. This opening round allowed a space for our collective intelligence to be informed for the meeting.
Erin defined sociocracy as a living design systems approach for organising work and making decisions to guide that work so it is effective, transparent and equivalent. A simple definition that carries a lot of complexity – much like people whenever we gather in groups!
We humans are influenced and bound by our past experiences with organisational culture. We are naturally wired that way. Therefore, sociocracy’s realm exists within invisible structures of power which are inherent to any group. These sessions with Erin served to “point to the fish, the water they’re swimming in”. Sociocracy allows us to envision a possibility where we can distribute leadership and design that organisational power effectively, transparently and equivalently.
We were encouraged to think about a system that changes and adapts. Since creating adaptive and effective culture requires long-term application & steady discipline (not always so attractive!), keeping it simple and working in small steps are key. Much like slowly building back up a parcel of degraded soil.
Communication sets the bar to how well we can work with each other –imagine how much we could achieve collectively with a very clear sense of purpose and existential equivalence.
1. Existential equivalence can be felt in our human bodies. Each of us operate as a living system riddled with feedback loops, made up of self-organising parts doing their job in order to stay alive (achieve its purpose).
As we continued, we were introduced to the 3 principles of sociocracy:
1. Circle organisation: any defined team or department with a specific aim and domain
2. Circular feedback or double-linking: keeping the whole system informed, adaptive and responsive to changes
3. Consent-based decision making: make decisions together that are “good enough for now, safe enough to try”, with clear measurements and timeframes, and no paramount objections
Contrary to a regular top-down system, Erin mentioned the importance of reasoned objections. She drew the example of someone going on a hike with a sore knee or ignoring the oil light in a car – without feedback, the system blows up. Specifically for the Sociocracy Circle-organisation Model (SCM), objections are welcome. However, objections are not an argument or a feeling, they are a reflection of how well the aims of the circle are being met. I personally loved that the process of giving/listening to feedback is built at every stage of every policy and decision being made.
Elements are the fundamental qualities of the sociocratic infrastructure, with a contribution that’s clearly observable. The most basic and implementable pieces of this governance model. Without going too much into details, Erin shared 9 elements with us:
1. Circle: A container for members to adapt & respond to their area of responsibility. “When members are defined, colleagues are aligned”.
2. Aim: Gives each circle a clear & visible purpose – aligned with organisational vision, mission and aims. It orients policy meetings and is essential to reach consent. “Clear with purpose we decide what to produce/provide”.
3. Double-link: Consists of an elected member & operations leader. “Connecting people & information for cohesive perspectives”.
4. Policy: Enshrines collective intelligence. We trial, track & measure each of them for improvement. “Co-designing guardrails for working together”.
5. Operations: Activity that gets it done. Effective, clearly defined & aligned with circle aims. Designed by circle members, feeding back to policy on effectiveness. “Getting stuff done with oversight and action”.
6. Round: Speaking turn-by-turn without interruption, it is the pattern of the sociocratic process. Creates opportunities for honest, transparent and safe feedback & for relevant info to be heard in a tempered & useful way. “Turn by turn to focus, share & discern”.
7. Consent: Lubricant that allows an organisation to be greater than the sum of its parts. Brings collective ownership & clears the way for group intelligence to respond to areas that each circle is responsible for. Objections are for realising collective aims and to be separate from personal opinion. “Safe enough to try – on track with the Why”.
8. Aim Realisation/Workflow: Order of actions/operations. Allows circles to coordinate & self-organise.
9. Domain: Sets clear territory & describes terrain of circles. Establishes autonomy to achieve aims. Avoids overlaps with other circles to prevent conflict & duplication of effort. “Distributing work & responsibility in the terrain”.
For the 2nd session, using the information provided, Erin had us practice a policy proposal as an example. Even here, I noticed the differences with the traditional approach – she gave us the option to opt out as no one was obliged to participate. Stay tuned, as we’ll make sure to share around the outcomes of that proposal.
At the end of each of these sessions, we closed up with another round. This was a fantastic way to gauge how everyone was feeling after the meeting and the key takeaways from the group – something I had never experienced in a corporate setting before!
In conclusion
In a nutshell, the sociocratic governance model is based on circles/teams with well defined goals and membership, that are interlinked together, and that have several feedback loops built into all decision-making processes; all circles cooperating together towards the aim of the organisation as a whole.
Much like permaculture, sociocracy is a living, learning journey. Erin has simply opened the door to a new way of thinking about group work for me. I can wholeheartedly see the sociocratic governance model as something worth studying more and pursuing in my personal life.
During my time as a Board member, I have seen the passion and determination from each and every single one of our members to improve the status quo. It is what binds us together, our common objective.
There is still much to know about how this process will look like for PA, and the Board knows there’s many questions on the implementation of sociocracy. However, it is clear to me, that the PA Board believes that embodying and embracing the principles and elements of sociocracy in the organisation will allow us to reach our potential towards better policy and decision-making processes, interconnecting existing teams with the whole, bringing in different ideas and helping us achieve our goal, to further permaculture everywhere!
There is a shortage of VET (permaculture) teachers and assessors *1
Several longstanding permaculture VET teachers have retired in recent times and many are happy to provide advice/assistance to new teachers
Permaculture units and knowledge is included in various other qualifications (mostly agriculture and horticulture) *2 post the reaccreditation process completed in 2022 *3
The agriculture and horticulture sectors have a shortage of qualified workers *4, 5
Cert I and II in Permaculture can, and are, taught in various schools *6
You need a Cert IV TAE to be a VET teacher, but you don’t need the equivalent Permaculture qualification to teach into a course. Now a PDC or other training, relevant industry experience (relevant to the units you teach) is sufficient *7
The Education team has been working with Linda Woodrow this year to develop a Certificate IV in Training and Assessment (Cert IV TAE) with a strong focus on accessibility (mostly online), student support and interaction, incorporating permaculture units where possible and face to face teaching practicums within existing permaculture course offerings.
This is a very exciting project as the last time a Cert IV teaching qualification with a focus on permaculture was offered, was in 2010 at Crystal Waters Eco Village with the teachers being Virginia Solomon and Robin Clayfield. I participated in that wonderful course and was exposed to very creative and inspiring teaching practices. The photo accompanying this article, with a background of Virginia’s garden, is a picture of the quilt that was used in that course. Students created an avatar on the first day and placed it/moved it on the quilt each day in accordance with how they felt and where they were at in terms of progress. It was a fabulous way to check-in and have a visual of where everyone was at any point in time.
We have reached the stage in the project of now seeking an interested Registered Training Organisation (RTO) to partner with to offer this permaculture focused Cert IV TAE, developed by a very experienced teacher of this course for many years. Do you think your organisation could be that RTO or do you know of an appropriate RTO that may be interested?
Interested, need more information?
Also, let us know, if you haven’t already, whether you’re interested in potentially doing this Cert IV TAE for permies. We need evidence of demand, so spread the word. Anyone, with an interest/experience in permaculture who wishes to teach VET in any field would be suitable. This course will be engaging and very different from current offerings in the market.
We’d dearly love to get his course going from next year so any ideas, relevant contacts, assistance, would be much appreciated.
Please email education@permacultureaustralia.org.au Wendy Marchment Convenor, Education Team
The Rafiki Community-Based Organisation in Nairobi Kenya successfully applied for a $2,000 Permafund grant in early 2023 to support their Rafiki Urban Farming program.
PROGRESS REPORT:
Their community initiative is being implemented in Viwandani informal settlements in the city to promote sustainable and resilient food production systems by applying permaculture ethics and principles.
The program was initiated to address food insecurity, improve nutrition, poverty and environmental degradation in the community. By implementing permaculture practices, the program seeks to empower the local community to grow their food, reduce their dependence on external food sources and improve their overall well-being.
Since its inception, the Rafiki Urban Farming program has made significant progress in various aspects. Firstly, the program has successfully mobilised and engaged the community in the establishment and maintenance of urban farms. Through awareness campaigns and capacity-building workshops, community members have been trained on permaculture and organic farming techniques and sustainable resource management.
As a result of these efforts, a considerable number of urban farms have been established across Viwandani informal settlements. These farms have not only provided a source of nutritious food but have also served as spaces for community cohesion and skill-sharing.
Vertical gardening with recycled contaners
The program has facilitated the formation of farmers’ groups where members collaborate, exchange knowledge, and support each other in implementing permaculture practices. Moreover, the program has successfully reached its initial target of establishing 50 individual and communal permaculture gardens within the community. These gardens are owned by residents to ensure widespread access to fresh produce. As a result, more than 50 individuals now have direct access to nutritious food from their gardens, reducing their reliance on expensive market purchases.
The current status of the Rafiki Urban Farming program is highly encouraging, achieving several notable accomplishments. Firstly, the program has significantly increased access to fresh and nutritious produce for the community members, with a diverse range of crops and herbs being cultivated. This has positively impacted food security and improved the overall health and well-being of the residents, particularly vulnerable groups such as children and the elderly.
Permaculture training leading to food production solutions
Plus the program has empowered community members by providing valuable knowledge and skills in permaculture and sustainable farming practices. This has led to increased self-reliance, as farmers can now grow their food, make their compost and reduce reliance on external sources. Additionally, the program has created income-generating opportunities through surplus produce sales, contributing to poverty alleviation and economic empowerment within the community.
Furthermore, the program has raised awareness about the importance of sustainable agriculture and environmental conservation. Through community events, workshops, and educational materials, the program has disseminated information on permaculture ethics and principles, leading to a broader understanding and appreciation for sustainable practices. The program has also forged partnerships with local schools, enabling the integration of permaculture into the curriculum and fostering a culture of sustainability among the younger generation.
Challenges encountered
● Lack of access to quality organic inputs, such as compost and organic fertilisers. Participants are encouraged to compost their organic waste and share it with others, creating a decentralized composting network.
Utilising available resources with practical results
● Limited space so innovative solutions adopted such as vertical gardening, rooftop farming and re-purposing small, unused spaces.
Saving space recycled containers & hanging gardens
● The knowledge and skills gap has been addressed by conducting regular training sessions covering permaculture principles, organic farming techniques, soil management, pest control, and crop rotation
● Climate change and water scarcity: Limited amount of water available for irrigation. Viwandani, like many other urban areas, is vulnerable to the impacts of climate change, including erratic rainfall patterns and water scarcity. These climatic conditions pose challenges for urban farming, particularly in maintaining adequate water supply for irrigation. To address this, the program focused on water conservation and management strategies such as rainwater harvesting and water recycling (kitchen water and bathing water). By implementing these measures, the program has reduced water wastage and ensured efficient water use in urban farms.
● Community Engagement and Ownership: Initially, there was resistance and scepticism among some community members regarding the effectiveness and long-term sustainability of the program. To overcome this challenge, the program emphasised community engagement and participation. Regular community meetings, dialogue sessions, and participatory decision-making processes were conducted to involve the community in program planning and implementation. By fostering a sense of ownership and active participation, the program gained community support and commitment, leading to the success and sustainability of the urban farms.
Report recommendations
Scaling Up and Replication: Given the success and impact of the program in Viwandani, it is recommended to consider scaling up the initiative to other sub-villages of Viwandani informal settlements within the region. This could be achieved through collaboration and continuity of partnership and supporting other local organisations with similar objectives and goals to replicate the program’s model and share best practices. By expanding the program’s reach, more communities can benefit from permaculture education and information, sustainable urban farming practices, improving food security and promoting resilience.
Using all available space to produce a harvest
Strengthening Partnerships: Continual collaboration with local organisations, government agencies and donors is essential to ensure the availability of necessary resources and support. Strengthening existing partnerships and establishing new ones will enhance the program’s capacity to overcome challenges related to resource constraints, access to inputs, and funding. This could be achieved through regular coordination meetings, joint fundraising efforts and knowledge-sharing platforms.
Training and Capacity Building: Continuous training and capacity-building programs for farmers and community members should be prioritised. These programs should focus on advanced permaculture techniques, composting, organic pest management, and soil conservation. Providing access to training resources, workshops, and mentoring will ensure that farmers have the necessary skills and knowledge to maintain productive and sustainable urban farms.
Restoring fertility in under utilised spaces
Education and Awareness: Continued efforts to raise awareness about the importance of sustainable agriculture and environmental conservation should be carried out. This could involve conducting educational campaigns in schools, organizing community events, and disseminating information through various media channels. By educating the broader community about the benefits and practices of permaculture, the program can encourage more individuals to adopt sustainable farming methods and contribute to a healthier and greener environment.
Monitoring and Evaluation: Implementing a robust monitoring and evaluation system is crucial for tracking the program’s progress, identifying areas for improvement, and measuring its impact. Regular assessments of the urban farms’ productivity, environmental sustainability, and community well-being will provide valuable feedback to inform program adjustments and ensure its long-term success.
The way forward
The way forward for the Rafiki Urban Farming program in Viwandani Informal Settlement involves a strategic approach to sustain and expand the program’s impact.
Consolidate and Strengthen Existing Farms: It is crucial to ensure the continued success and productivity of established urban farms. This involves providing ongoing support to farmers, including access to resources, technical guidance and mentorship. Regular monitoring and evaluation should be conducted to identify areas for improvement and provide targeted assistance where needed. By consolidating the existing farms, the program can maintain its sustainability and maximise its impact.
Expand the Program’s Reach: Building on the success achieved in Viwandani, the program should aim to expand its reach to other informal settlements within the region. This can be done by conducting community needs assessments and identifying potential partner organizations or community leaders who can champion the program in new locations. Engaging with local stakeholders and tailoring the program to meet the specific needs and challenges of each community will be crucial for successful replication and expansion.
Foster Knowledge Exchange and Networking: Creating platforms for knowledge exchange and networking among farmers, experts, and stakeholders is essential for continuous learning and innovation. This can be achieved through regular community meetings, workshops, and farmer-to-farmer exchanges. Encouraging the formation of networks or associations among urban farmers will facilitate the sharing of best practices, challenges, and solutions, fostering a supportive and collaborative environment.
Urban farming between buildings and on rooftops
Enhance Value Addition and Market Access: Exploring opportunities for value addition and market access can contribute to the economic sustainability of the program and the farmers involved. This can involve training farmers in post-harvest handling techniques, food processing, and marketing strategies. Collaborating with local markets, restaurants, or food cooperatives to establish direct links between farmers and consumers will ensure fair and sustainable trade relationships.
Secure Long-term Funding: Securing adequate and sustainable funding is crucial to sustain the program’s activities and ensure its long-term impact. The program should explore diverse funding sources, including government grants, corporate social responsibility initiatives, philanthropic organisations, and crowdfunding platforms. Developing a comprehensive fundraising strategy and cultivating partnerships with donors and investors who share the program’s vision will provide the financial stability needed to continue and expand the program
All contributions to the Permafund are warmly welcomed to support permaculture environmental and education projects in Australia and around the world. Gifts, regular tithes and donations to the Permafund over $2.00 are tax deductible in Australia and can be made here. Many thanks.
