Regen Toolkit 01 - Regenerative City Syllabus

REGEN TOOLKIT

Regenerative City Syllabus

R e g e n e r a t i v e C i t y S y l l a b u s

An introduction to the Regenerative City Living Lab Project and our toolkits.

C K N O W L E D G M E N T

O F C O U N T R Y

Li s t e n n o w

Victoria University (VU) acknowledges, honours, recognises and respects the Ancestors, Elders and families of the Boonwurrung, Woiwurrung (Wurundjeri) and Wadawurrung (Wathaurung) people of the Kulin Nation on our Melbourne Campuses. These groups are the custodians of University land and have been for many centuries.

It is important that staff, students and visitors understand and respect the significance of recognising the traditional owners of University land This is important because ‘White Australia has a Black History’ and Aboriginal people had a sophisticated set of laws and governance arrangements for many thousands of years before being invaded by the British. There were 500 language groups in Australia and each language group had and has a deep spiritual and physical connection to Country.

Country takes in everything within the landscape landforms, waters, air, trees, rocks, plants, animals, foods, medicines, minerals, stories and special places People have custodial responsibilities to care for their Country, to ensure that it continues in proper order and provides physical sustenance and spiritual nourishment These custodial relationships may determine who can speak for particular Country.

(VU Acknowledgement of Country)

A c k n o w l e d g e m e n t s

Regen Toolkits 2022

Edited by Associate Professor Alison Baker, Dr Jean Hopman & Dr Amy Quayle

Published by Victoria University

These toolkits are based on work in collaboration with these people: Victoria University

Associate Professor Debra Smith, Associate Professor Alison Baker, Karen Jackson, Dr Amy Quayle, Dr Daniel Ooi, Dr Jean Hopman, Laura Main, Dr Jora Broerse, Jaime Cuellar Sarmiento, Megan O'Shea, Thomas Denning & Ella White

STREAT Bec Scott, Fiona Meighan & Kate Barrelle

Footscray High School The Farm Jak Dunstan

Toolkit authors:

Regen Toolkit 01

Content: Associate Professor Alison Baker (VU), Dr Jean Hopman (VU), Dr Amy Quayle (VU)

Graphic Design: Associate Professor Alison Baker, Dr Jean Hopman, Dr Amy Quayle

Suggested reference: Baker, A , Hopman, J & Quayle, A (2022) Regenerative City Syllabus In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (01) Victoria University

Regen Toolkit 02

Content: Associate Professor Ali Baker

Graphic design: Associate Professor Ali Baker

Suggested reference: Baker, A (2022) Stories of Place, Stories of Us In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (02) Victoria University

Regen Toolkit 03

Content: Dr Jean Hopman (VU), with Fiona Meighan (STREAT)

Graphic design: Dr Jean Hopman

Suggested reference: Hopman, J with Meighan, F (2022) Regreening Campus In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (03) Victoria University

Regen Toolkit 04

Content: Fiona Meighan, with Dr Jean Hopman

Graphic design: Ella White (VU)

Suggested reference: Meighan, F with Hopman, J (2022) Waste as a Resource In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (04) Victoria University

Regen Toolkit 05

Content: Dr Amy Quayle & Associate Professor Ali Baker (VU)

Graphic design: Dr Amy Quayle

Suggested reference: Quayle, A & Baker, A (2022) Community Based Research In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (05) Victoria University

Regen Toolkit 06

Content: Thomas Denning (VU)

Graphic design: Thomas Denning

Suggested reference: Denning, T (2022) Social Media for Action In A Baker, J Hopman & A Quayle (Eds), Regen Toolkit (06) Victoria University

Table of Contents

About this toolkit —What is a syllabus?

What is the RCLL values and framework

05

01 How to use these toolkits

What was our aim and approach?

What did we do?

0 1 A b o u t t h i s t o o l k i t

This toolkit introduces the Regenerative City Living Lab (RCLL) project and the toolkits that have been developed in association with this project and their purpose

The RCLL project was led by Victoria University (VU) in 2021 2022 and in partnership with Social Enterprise STREAT. The project was funded by the Victorian State Government through the VU RISE (Recover, Innovate, Sustain and Evolve) initiative, which sought to conduct applied research in partnership with industry, community and government in the west of Melbourne to create solutions and deliver impact that will support our region to respond to the challenges of today’s world

The RCLL was one of the four Stronger Communities Innovation Hub programs. The overall aim of the Stronger Communities Innovation Hub was to improve health, wellbeing and resilience of socially disadvantaged communities in Melbourne’s west

The overall purpose of the RCLL was to leverage regenerative food systems to innovatively grow ways of belonging, nourishing, learning and thriving.

T h i s t o o l k i t i s p a r t o f a l a r g e r t o o l k i t f a m i l y a n d i s o f t e n l i n k e d t o o t h e r c o m p o n e n t s w i t h i n t h e f a m i l y . T h e f o l l o w i n g d i a g r a m r e p r e s e n t s t h e c o n n e c t i o n b e t w e e n t h e t o o l k i t s .

A s y l l a b u s - A n i n v i t a t i o n

A syllabus is a an outline, a course map it provides you with a blueprint. Often given at the start of a learning journey, a syllabus serves as a guide and a resource, mapping out different elements. This toolkit aims to do the same. It seeks to provide you with background what drove the RCLL and what values and frameworks underpin it. We cover the types of challenge areas and issues, the projects that grew from those and how this has informed the development of an eclectic collection of ideas, approaches, theory, case studies, examples, guides and resources that created a complex and dynamic learning eco system. Like any good syllabus we have a reading list through the Insights Library and a Living Glossary that is constantly evolving.

Our hope is that you engage with these as you wish whether that is from start to finish of each toolkit or jumping around as you trace the interwoven concepts, ideas and stories or perhaps you get lost in the interactive links, going down rabbit holes of knowledge, action and inspiration. Or you might just be here for the stories and that is OK too.

W H A T I S T H E R C L L ?

W h a t i s t h e R C L L ?

The Regenerative City Living Lab is a dynamic knowledge eco system that brings together researchers, community members, young people, business leaders and social innovators to address complex issues through applied and inclusive research and education practices. Central to this living lab is VU's commitment to Protecting Country and research focus on Planetary Health which involves recognition of the "interconnections between human health and environmental changes and enabling holistic thinking about overlapping challenges and integrated solutions for present and future generations” (Pongsiri et al., 2017, p. 402).

Anchored in the west of Melbourne, this living lab involves working alongside young people in social and environmental action for a regenerative and resilient city and using place based research (and action) to ... regenerate | renew | rebuild | revive.

I V I N G L A BC O L L A B O R A T O R S

A s s o c i a t e P r o f e s s o r D e b r a S m i t h I n d u s t r y R e s e a r c h F e l l o w , I S I L C

A s s o c i a t e P r o f e s s o r A l i s o n B a k e r i n Y o u t h a n d C o m m u n i t y S t u d i e s , R e s e a r c h F e l l o w , I S I L C

K a r e n J a c k s o n A s s o c i a t e P r o v o s t I n d i g e n o u s , D i r e c t o r o f M o o n d a n i B a l l u k I n d i g e n o u s A c a d e m i c U n i t

D r A m y Q u a y l e L e c t u r e r P s y c h o l o g y , R e s e a r c h F e l l o w , I H e S

D r D a n i e l O o i L e c t u r e r , R e s e a r c h F e l l o w , I S I L C

D r J e a n H o p m a n L e c t u r e r , R e s e a r c h F e l l o w , I S I L C

L a u r a M a i n - P r o j e c t O f f i c e r

D r J o r a B r o e r s e R e s e a r c h F e l l o w , I S I L C

J a i m e C u e l l a r S a r m i e n t o R e s e a r c h A s s i s t a n t , I S I L C

V U S t u d e n t s f r o m C o m m u n i t y D e v e l o p m e n t ; I n t e r n a t i o n a l C o m m u n i t y D e v e l o p m e n t ; Y o u t h W o r k ; P s y c h o l o g y a n d C o m m u n i t y P s y c h o l o g y a n d t h e V U A c a d e m y

B e c S c o t t – S T R E A T C o F o u n d e r & C E O

F i o n a M e i g h a n S T R E A T C h i e f E c o I n n o v a t i o n O f f i c e r

D r K a t e B a r r e l l e S T R E A T C o F o u n d e r & C h i e f I m p a c t O f f i c e r

A n I n t r o d u c t i o n t o t h e R e g e n e r a t i v e C i t y L i v i n g L a b

A S O U N D P O R T R A I T

L i s t e n n o w

Throughout the project we sought to engage in creative modes of knowledge sharing. This soundscape was included as part of the induction material for students coming into the living lab

The team introduces themselves and why they were excited about the project.

We invite you to listen to this while out walking

It demonstrates how we sought to engage with storytelling throughout the project. Further examples are provided in Regen Toolkit 02

When you think abut the VU Regenerative City Living Lab, it’s easy to picture the visible installations on campus, like the edible garden and the Hangar workshop space. But there is so much more to it…

Approaches Principles

symbiotic relationship with nature

Create an ongoing, accessible archive of stories of regenerative action on Country

W H A T W A S OUR AIM

C O M E A B O U T ?

T h i s p r o j e c t w a s i m a g i n e d a n d i n i t i a t e d a t a t i m e w h e n y o u n g p e o p l e f a c e u n p r e c e d e n t e d c h a l l e n g e s b e c a u s e o f o n g o i n g e n v i r o n m e n t a l d e s t r u c t i o n a n d t h e a m p l i f i c a t i o n o f i n e q u a l i t y t h r o u g h t h e C O V I D 1 9 p a n d e m i c .

I n t h e w a k e o f B l a c k S a t u r d a y a n d o n g o i n g e f f e c t s o f c l i m a t e c h a n g e i n A u s t r a l i a , r e c e n t r e s e a r c h h a s s h o w n t h a t y o u n g p e o p l e f e e l u n d e r p r e p a r e d f o r c l i m a t e c a t a s t r o p h e s . R e a d m o r e h e r e

o v e r 6 5 %

World Vision Australia, 2020

7 8 %

World Vision Australia, 2020

W i t h i n t h i s p r e c a r i o u s l a n d s c a p e , t h e R e g e n e r a t i v e C i t y L i v i n g L a b ( W i r t h e t a l , 2 0 1 9 ) w a s c o n c e p t u a l i s e d a s a n e x p e r i m e n t i n s y s t e m i c r e s i l i e n c e i n w h i c h y o u n g p e o p l e c a n b u i l d t h e i r i n d i v i d u a l a n d c o l l e c t i v e c a p a c i t i e s a n d m e a n i n g f u l l y c o n n e c t t h r o u g h c h a n g e e f f o r t s .

U n g a r ( 2 0 1 8 ) i d e n t i f i e s i m p o r t a n t p r i n c i p l e s f o r s y s t e m i c r e s i l i e n c e t h a t h a v e e m e r g e d f r o m r e c e n t e v i d e n c e , a n d t h a t r e s o n a t e h e r e

R e s i l i e n c e o c c u r s i n c o n t e x t s o f a d v e r s i t y R e s i l i e n c e i s a p r o c e s s A r e s i l i e n t s y s t e m : i s o p e n , d y n a m i c a n d c o m p l e x p r o m o t e s c o n n e c t i v i t y d e m o n s t r a t e s e x p e r i m e n t a t i o n a n d l e a r n i n g i n c l u d e s d i v e r s i t y , r e d u n d a n c y , a n d p a r t i c i p a t i o n

T H E R E L A T I O N S H I P B E T W E E N H E A L I N G T H E E A R T H A N D O U R I N D I V I D U A L A N D C O L L E C T I V E S E L V E S I S I N T E R T W I N E D

of young people aged 10 24 are concerned or extremely concerned about climate change.

of young people are taking individual action for sustainability in their everyday lives

V U ' s c o m m i t m e n t t o P r o t e c t i n g C o u n t r y

Protecting Country is about people, place and planet. It embraces the seasons, stories and creation spirits and connects First Nation peoples to place. Country is both a place of belonging and a way of believing. as well as contributing to the conservation of critical environmental and diverse cultural assets. It is a community driven movement towards long term social, cultural, physical and economic prosperity and sustainability. We honour this commitment.

(VU Strategic Plan 2022 2028, p. 6)

S

STREAT has a range of strategic goals in three key impact areas: People, Planet and Performance.

Outlined in STREAT's Planet Plan are a number of Planet initiatives the organisation undertakes to ensure they minimise their environmental footprint and work towards regeneration while trying to maximise their social footprint.

CREATING GOODNESS FOR PEOPLE AND PLANET

S e e : S T R E A T ' s P l a n e t P l a n ( d e v e l o p e d i n c o l l a b o r a t i o n w i t h M e l b U n i s t u d e n t s )

"Inspired by the Wurrundjeri, the custodians of this land for the last 50,000 years, we determined to also tread lightly on this small patch of earth, and also the other places we inhabit now and into the future We want to ensure that for decades to come STREAT creates goodness for People and the Planet"

The key impact areas the pillars of sustainability and regeneration Anyone can adapt these principles in their own lives.

Community and Connectedness Places

Eco and food systems Water Materials and Products Energy Transport Waste

O u r A i m

I n d e v e l o p i n g t h e L i v i n g L a b w e s o u g h t t o c o c r e a t e y o u t h l e d a n d f o c u s s e d i n q u i r y t h r o u g h e x p e r i m e n t a l p r o j e c t s t h a t r a n g e f r o m p h y s i c a l e n v i r o n m e n t a l r e g e n e r a t i o n , c o m m u n i t y e d u c a t i o n , s e r v i c e s o r t e c h n o l o g y a n d / o r a d v o c a c y . A s W a t k i n s a n d S h u l m a n ( 2 0 0 8 ) t h e o r i s e d , i n s y s t e m i c r e g e n e r a t i v e w o r k a n c h o r e d i n p l a c e , t h e s e s m a l lc h a n g e s c a n c r e a t e l a r g e r o n e s , a n d p r o c e s s e s o f i n d i g e n o u s r e g e n e r a t i o n a r e s l o w a n d s t e a d y r e l y i n g o n b o t h t h e " r e g e n e r a t i v e c a p a c i t i e s o f n a t u r e " a n d l o c a l c o m m u n i t y m e m b e r s ( p . 1 5 ) . T h e s e s m a l l e f f o r t s w i t h i n a l i v i n g l a b a r e s e e d l i n g s t h a t c a n b o t h b e g i n t o n o u r i s h e x i s t i n g r e g e n e r a t i v e a c t i o n s a n d f o s t e r n e w r e l a t i o n s h i p s , c o m m u n i t i e s a n d a s h a r e d u n d e r s t a n d i n g o f t h e w o r k t h a t n e e d s t o b e d o n e .

Youth are engaged with and through Indigenous and cultural food practices.

Youth are empowered to take innovative social / eco action.

Youth are connected to place (the west, Footscray and other VU campuses)

Youth are involved in action research and knowledge generation

O u r A p p r o a c h

The living lab approach is defined as “user-centred, open innovation ecosystems based on a systematic user co-creation approach, integrating research and innovation processes in real life communities and settings”

– ALLiN

a p p r o

Community Based Participatory Research and Human Centered Design

Anchored in Critical Indigenous Pedagogy of Place

Youth led and focused initiatives to create goodness for people and planet

Regenerative urban design is in symbiotic relationship with nature

Mobilise a systems approach to generate knowledge and change

Create spaces for intercultural dialogue

Grow ways of belonging, nourishing, learning and thriving

Create an archive of stories of regenerative action on Country, that university and community can engage with beyond the life of the project

Use innovation to go 'deeper shades of green' at VU and beyond

a c h e s p r i n c i p l e s a i m s

K n o w l e d g e e m e r g e s o n l y t h r o u g h i n v e n t i o n a n d r ei n v e n t i o n , t h r o u g h t h e r e s t l e s s , i m p a t i e n t , c o n t i n u i n g , h o p e f u l i n q u i r y h u m a n b e i n g s p u r s u e i n t h e w o r l d , w i t h t h e w o r l d , a n d w i t h e a c h o t h e r .

(Freire, 1970, p. 72)

H u m a n - C e n t r e d D e s i g n a n d C l i m a t e C h a n g e

In the Regenerative City Living Lab we drew on a range of understandings and approaches to innovation, primarily those linked to Human Centred Design

What is Human- Centred Design?

Watch this video developed by Ideo

For more on Human Centred Design see Regen Toolkit 05

W H A T D I D W E D O

Recruitment

VU students were recruited for the various projects. Some activities were open to all VU Students such as the Divert and Convert Challenge (see Regen Toolkit 04) and specific projects sought students conducting a placement Placement students were invited from Youth Work, Community Development and Criminal Justice. Furthermore, research students from Psychology and Community Psychology joined various teams Many more students and staff contributed to the RCLL through participation in research and workshops

THE PROJECTS PRECEDING THE TOOLKITS

E n g a g e i n o p e n i n n o v a t i o n a c t i v i t i e s t o c o n t r i b u t e t o p r e v e n t i n g a n d r e p u r p o s i n g w a s t e i n i m p a c t f u l w a y s W o r k w i t h f o o d t e c h n o l o g i s t s a n d f o o d w a s t e e x p e r t s t o c r e a t e d e l i c i o u s c i r c u l a r e c o n o m y p r o d u c t s a n d e n g a g i n g e d u c a t i o n a l m a t e r i a l s t u r n i n g w a s t e i n t o t r e a s u r e .

P l a n , p l a n t a n d g r o w a n u r b a n e d i b l e g a r d e n , C o n d u c t r e s e a r c h t o u n d e r s t a n d t h e n e e d s o f a n d e n g a g e w i t h t h o s e w h o w i l l u s e t h e g a r d e n s w h i l e h e l p i n g S T R E A T s t r e s s t e s t t h e i r " g r e e n p r i n t i n g " t o o l

C r e a t e o p p o r t u n i t i e s f o r m e a n i n g f u l s o c i a l c o n n e c t i o n a n d d i a l o g u e t h r o u g h f o o d U s e c r e a t i v e m e d i u m s t o e x p l o r e a n d e x p r e s s s e n s e o f p l a c e , i d e n t i t y , b e l o n g i n g a n d c o n n e c t i o n i n t h e w e s t o f M e l b o u r n e

O P E N S A U C E : W A S T E A S R E S O U R C E

R E G R E E N I N G C A M P U S

C O M M U N I T Y T A B L E S

With students recruited and teams committed three projects were designed to address the aims of the Regenerative City Living Lab.

O V E R A R C H I N G

R E S O U R C E S F O R L E A R N I N G

R E G E N T o o l k i t s

The knowledge and action toolkits provide resources, case studies and tools for eco-action.

The insights library is a place where we can engage with different types of knowledge. Readings form the foundation, but as we move forward data and our reflection on it, are also a key part of the library - informing our initiatives and contributing to solutions.

o s s a r y

We are a trans-disciplinary team, so we are creating a Glossary as we navigate our collaborative work in the Living Lab. This will be a living document that all members of the RCLL collective add to along the way.

R E G E N I n s t r a g r a m

The Regen Instagram is a living toolkit that aims to provide images, video and content to educate, inspire and encourage regenerative action. The Instagram is the medium through which the Storybox is enacted.

G r e e n A c t i o n D i a r y

The Green Action Diary is a way to take stock of a regreening or environmental journey. There are quizzes to give insight into current behaviour, attitudes and values and questions to prompt reflection over time.

I n s i g h t s L i b r a r y

I n t e r a c t i v e G l

H O W T O

A B O U T T H E R E G E N T O O L K I T S

A toolkit for connecting to place and others through story the building blocks of regenerative action.

The Regreening Campus toolkit will give an overview of the thinking and process required to regreen community spaces.

The Waste as a Resource toolkit reframes waste as useful and provides an example of two initiatives that could inspire others.

A toolkit for using community based approaches to research for place based regenerative action.

This toolkit contains the what, who and how of using social media to inspire action

How to use these toolkits

T r e a t u s i n g t h e s e t o o l k i t s a s a c h o o s e y o u r o w n a d v e n t u r e e x p e r i e n c e . O n c e y o u h a v e r e a d t h r o u g h T h e R e g e n e r a t i v e C i t y S y l l a b u s y o u s h o u l d b e a r m e d w i t h t h e i n f o r m a t i o n t h a t y o u n e e d t o n a v i g a t e a n y o f t h e r e m a i n i n g t o o l k i t s . E a c h t o o l k i t w i l l r e f e r e n c e o t h e r t o o l k i t s a t v a r i o u s t i m e s . I f y o u c o m e t o a s e c t i o n t h a t i n t r o d u c e s a n e w i d e a , a c t i v i t y o r t o o l , y o u s h o u l d b e r e f e r r e d o n t o a n o t h e r t o o l k i t w h e r e t h e i d e a s h o u l d b e u n p a c k e d m o r e f u l l y .

T H E T O O L K I T S

A LIST OF RESOURCES AND TOOLS

The following lists of resources and tools are scattered throughout the toolkits We have housed them together here as a one stop shop in the event that you forget the location you discovered that nifty tool

RESOURCES

DIGITAL TOOLS

References

Australian Living Lab Innovation Network (ALLiN)(n d) About Retrieved from: https://www.australianlivinglabs.com.au/about/

Freire, P (1970) Pedagogy of the oppressed Continuum

Ideo org (n d) What is Human Centered Design? Retrieved from: https://www.designkit.org/human centered design

Pongsiri, M J , Gatzweiler, F W , Bassi, A M , Haines, A , & Demassieux, F (2017) The need for a systems approach to planetary health The Lancet Planetary health, 1(7), e257 e259

Ungar, M. (2018). Systemic resilience. Ecology and Society, 23(4). https://www jstor org/stable/26796886

Watkins, M & Shulma, H (2008) Toward psychologies of liberation Palgrave. Wirth, T V , Fuenfschilling, L , Frantzeskaki, N , & Coenen (2019) Impacts of urban living labs on sustainability transitions: Mechanisms and strategies for systemic change through experimentation. European Planning Studies, 27(2), 229 257. https://doi.org/10.1080/09654313.2018.1504895

World Vision Australia (2020) Going further than ever: Annual report 2020 Retrieved from: https://www.worldvision.com.au/docs/default source/annual reports/wv annual reports/annual report 2020.pdf? sfvrsn=d4bbb23c 2

Victoria University. (2021). Strategic plan 2022 2028: Start well finish brilliantly. Retrieved from https://www.vu.edu.au/sites/default/files/2022 2028 vu strategic plan pdf