When Colonial Australia and Aboriginal Australia go on a picnic

One thing I know for sure after our six years of comparative research is that if you sat a Collective First Mindset (Aboriginal Australian people) and Individual First Mindset (Colonial heritage Australians) in a room, they will eventually do the same thing differently. I wanted to prove that. So I ran many different real life scenarios and the first one was a picnic.

Both represent loving families having a picnic that instinctively they believe is right for them and their family - meeting their key parenting goals

Scenario 1 – Let’s go on a picnic – Person A Representatives

The scenario we asked participants to follow;

1- prepare how you would normally to take kids to a playground by the beach or lake for up to 3 hours on an Autumn day

2 – invite anyone you would like and take any food, drink or additional things you normally would for such an event

3 – Sit or set up anywhere you want

4 – undertake any activities of your choosing

SOOO many picnics later we identified a consistent picnic that represented both groups …….

PERSON A

Multiple Person A’s picnic experience (parent and 4 kids) – most also invited other people or siblings with up to 3 kids.

On the way most brought fish or chicken and chips with bread/rolls. Most preferred soft drink (coke was the favourite)

Person A kept the toddler busy by feeding them nearby where they sat.  The other children were off on the play equipment or chasing seagulls, not interested in eating so soon – despite Person A calling out to them (usually only once or twice) to come and get some food. Average time until they came was between 8-15 minutes where they were directed over to the food table to help themselves.

At most picnics the youngest kids went into toilets by themselves (which was a short distance away), having worked out which was the right one. If they hadn’t come back in a few minutes, Parent A directed one of the children to go in and see if they were all right or go help them.

Toddlers of Person A’s sometimes tottered over towards the play equipment or water and, when they got too close, Parent A called out to older kids to stop the movement of the equipment or bring them back to the parent. They always did so and then told toddler to move away from it – which they did.

Even though it was Autumn, multiple Person A’s let the children go in for a swim or play happily near the waters edge getting wet, knowing that there were no towels or changes of clothes.

Person A’s justified their decision to allow the children to swim because they believed that if it was too cold for them, they would not go in. They felt that they were old enough to decide such things for themselves. When one any children came out of the water and said to Person A shivering, ‘Freezin’ Mum. I'm freezin’!’ Person A replied, ‘Yeah, go back in the water, then.’ Person A referred to this as an important teaching lesson, explaining that she often did this when the children stated the obvious for attention. Many Person A parents believed strongly that this was one way in which their children learned to accept the consequences of their own decisions by being allowed to make the choices in the first place.

The parents did hardly moved much from the spot they sat as they allowed children to sort out their own issues and disagreements. They were very relaxed and stress free for the most part

When asked at the end of the day if they had a great time – all kids unanimously said yes

Collective First Instincts identified in the Picnic Scenario

Collective First Instincts revealed to be maintained by the parent

All Age Peer mentors (Competence Based Learning) - I have heard it called in some Aboriginal Language Groups “Eyes everywhere”. It is a perfect explanation of peer responsibilities felt by Aboriginal or Collective First kids and families. Aboriginal children are educated to Mix together with older siblings and other younger children out of caregiver's sight, accepting responsibility for each other and making sure each other is safe. As their most powerful instincts are to keep group harmony

Live in the moment (Risk taking) - Aboriginal (Collective first Mindset) people are risk takers in that they believe each new day is a fresh start and therefore the unpredictability of things do not phase Collective First Mindset people - it is often expected. This can mean Aboriginal people will announce something or give something a go without much consideration for consequences

Group first (Mindfulness) - Watch any Aboriginal mother at home and you will see a superior selfless negotiator in action. Aboriginal mothers (and fathers) constantly keeping the peace between the whole extended family (up to or over at celebration times, 100 people on any given day), to ensure group harmony. Some might say an impossible task when so many people are involved. This dedication to keep the peace, create harmony is modelled to Aboriginal children by their parents and older extended family daily

Non-linear time (Collaborative Group Learning) - Aboriginal people today take people/things/events as they come. Believing there are energies and forces at work controlling outcomes. Statements such as – “It will work out if it is meant to”, or “if the universe says so,” are commonly heard in most Aboriginal families. 

Lifelong Learners (Mistakes are positive) - Aboriginal people have always believed that everything can be changed or adapted and to keep trying (mistakes are necessary for learning) is good for your entire group. Mistakes or errors in judgement are OK to Collective First Mindset people, because this is expected when you are working for the greater good of so many. Therefore, risks are looked upon as an opportunity to do an even better job for the group

PERSON B

Person B’s picnic experience (parent and 3 kids) – No other people invited.

On the way it was about 50/50 brought fish or chicken and chips or prepared from home. Most preferred juice or water if drinks were purchased.

At Person B’s family picnic. Everyone was given their own paper plate and cup that Person B laid out and organised. Many of the older children began to squabble, tease or even start to whine about going to play.

Most times the children were allocated their food by Person B because they wanted to ensure all the children ate a balanced meal and some kids didn’t like certain foods. Most told the children they had to eat before going to play on the swings.

Nearly all picnics with Person B the older children then went off on the play equipment within sight and hearing of Person B sitting on the blanket who kept the younger child entertained

At not one of the picnics did Person B allow the children to be out of their sight and if there were issues or problems she would intervene and sort them out. The children were told not to go near the water, as Person B believed they might be tempted to get wet and it was too cold for swimming.

If one of the children wanted to go to the toilet, all Person B’s collected their valuables (purse etc) and made all the kids go with her or stood in a position outside where Person B could see the kids and the blanket. At many of the picnics Person B made all the kids go to the toilet regardless if they wanted to go.

Most Person B’s toddler never sought food or assistance from their siblings, and they never offered it to her. High percentage of toddlers knowingly went to Person B for what she wanted.

Person B's parent was often more stressed and active

When asked at the end of the day if they had a great time – all kids unanimously said yes

Individual First Instincts revealed in the Picnic Scenario

Parent led                 Parents decide what is safe and what is not. Adults continually monitor the children, who are expected to adjust his/her behaviour accordingly

Individual first          Parents are concerned with their child’s ability to build a “sense of self”

Independence         The parents ensure the child’s ability to gain independence, assertiveness, and self-expression at an early age is emphasised

 Risk adverse            Adults continually monitor the children, who are expected to adjust his/her behaviour accordingly

 Image conscious    Public image and certain standards of behaviour/success is modeled as important for the family group’s happiness

 Individual First People we interviewed who watched back a few of the Collective First Picnics raised concerns about discipline and care. This judgement was based on their own Belief System standards. Not the any consideration for the parenting goals of the Collective First Mindset people’

When asked if they would send their children to each other’s picnic – it was an overwhelming no from parents of both A and B. Yet that is what we expect Indigenous parents to do every day in colonised countries of the world

Importance to Indigenous communities  

This family outing scenario example consistently created really strong responses from Individual First Mindset people who we presented it to. It seemed to amaze them that they did not even really think about that people or cultures has their own behavioural standards. It seemed to reassure or confirm to the participants that as a nation we really fail to see or realise – that people from different cultures do the same thing differently.

When parents from either mindset were asked if the other picnic would meet their key Parenting goals it was a unanimous no from both groups.

 This is just one of many scenarios undertaken in the CultuRecode Project across communities within Australia. This research is now an amazing and unique training program to change the internal long term connection for Workplaces, Aboriginal Identity Understanding, Positive Well being, Education and Aboriginal restoration of Inter-generational handing down of knowledge. Contact us on [email protected] for more information