Reflecting on BOTANY BAY - guest blog by Carolyn Defrin

 

BOTANY BAY celebration - Manchester

BOTANY BAY was a major Participation and Learning project, which we ran as part of ORIGINS 2021-22 with the support of the National Lottery Heritage Fund.  Here our External Evaluator, Dr. Carolyn Defrin, reflects on the project's journey and impact.

*

The timeline of BOTANY BAY, from its launch in the peak of Omicron to its completion in what now feels like a post-pandemic landscape, speaks to its imperative value. In the last three years the entire globe has been visibly impacted by a health crisis. But Covid’s necessary slowing down of society has created space and time to more clearly witness and experience the long interconnected crises between people and the planet. The entanglement of Covid, the Climate Crisis and Colonialism is deep and complex and a project like BOTANY BAY enters the conversation by creating numerous pathways into understanding our inter-relationships with people and land, illuminating how we might start tending to both with more care, awareness and deliberate action.

With attention on Indigenous practices and principles, BOTANY BAY aimed to address the critical need to look after our world differently. Indigenous inspired growing and gardening practices have a lot to teach us about how interconnected we are and how much care is needed to keep those interconnections alive and thriving. By shining a light on the values and cultural traditions of a range of Indigenous communities across the map, BOTANY BAY platformed looking back as a means to look forward. Drawing out more complete histories of plant origins and the ways in which politics have complicated those stories invited understanding and acknowledgement as a means to grasp at large concepts of Colonialism and Climate Change through a series of experiential activities.

Through museum visits, treasure hunts in heritage gardens, special visits from heritage experts and performances from artists with direct links to Indigenous backgrounds, BOTANY BAY offered a wide set of access points for children to encounter new knowledge. Children became more inquisitive about the environmental repercussions of deforestation in the Amazon as they watched intricate puppet animals created and performed by José Navarro lose critical access to their food and homes. As students acted out a game with the Manchester Museum, where they had to follow butterflies to find specific medicinal plants and flowers, they embodied not only the inter-relationships between humans and animals, and the mutual care needed to sustain such ecologies, but also learned of the detrimental impact of certain types of farming, land ownership and extraction on those relationships as the game began to introduce obstacles for the students to find the butterflies.

BOTANY BAY is not encapsulated through a box ticking exercise of finite learnings and rote memorisations. Rather it is a programme of multi-sensory, embodied learning activities that built skills in attention, care and individual thinking and adaptation. As Manchester Museum's Curator of Indigenous Perspectives Alexandra P Alberda, an institution can be a conversation starter, and BOTANY BAY feels very much about starting conversations, activating ideas, getting one’s hands literally and metaphorically dirty with some messy problems in our current world.

As students created their own gardens- planting, tending, growing and cooking their own food inspired by Indigenous practices and principles- they witnessed acts of visible growth and change. They paid attention to what fruits, flowers and vegetables need to survive, learning how to adjust the plan when survival wasn’t at its optimum. In the final months of the project they considered how to invite others in to appreciate and enjoy their harvest and their learnings.

These essential observations and actions manifest the literal attention and awareness needed in our current climate emergency and the metaphoric care and iteration needed across our inter-personal relationships where social inequities continue to divide us.

Inquiry begets further inquiry. Several questions arose from the partnering schools, museums and heritage experts as BOTANY BAY drew to a close. How do we learn from Indigenous principles? How do we adapt them to a UK context? How do we embed the learning more deeply and continue to grasp large and sprawling concepts like Colonialism and Climate Change that need our attention urgently?

These big ideas underpinning BOTANY BAY are not only conceptual (and in need of translation depending on the audience), they are also in an early phase of becoming more mainstream. Between the pandemic, the building attention around socio-economic disparity deriving from far-reaching impacts of colonialism, and the climate crisis becoming ever more visible, institutions and communities are growing an awareness around the need for systemic change. But this is slow, long-term work. BOTANY BAY and its numerous impacts on several stakeholders, including Border Crossings, offers a huge opportunity to develop and build the kinds of relationships that can contribute significantly to such systemic change.

There are many immediate and long-term positive impacts that have emanated from BOTANY BAY. The practical skills built in gardening, growing, cooking and ceremony making, the strengthening of critical soft skills like confidence, team work, communication, planning and adapting are valuable outcomes– especially coming out of numerous pandemic lockdowns that hampered such skill development. Theses skills will have life-long residual impacts for young people resonant with the Indigenous principle to create sustainability by thinking 7 generations in the future.

Carolyn Defrin

Botany Bay: Manchester Museum visits Schools

 Guest blog by Marine Begault

Back in December, two schools in Manchester received their first visitors as part of the Botany Bay project: the Manchester Museum. 

As the Manchester Museum is currently closed for refurbishment the Learning team, as well as their newly appointed Curator of Indigenous Perspectives (Alexandra P. Alberda),
visited the schools in person. 

Marine Begault is the Project Manager on Botany Bay.  Here she reflects on some of the themes and questions addressed through this first interaction with the museum and the schools.

Pupils explore the different varieties of maize

Alexandra Alberda and the team developed a session especially for this project. The learning team were extremely excited to be part of the session and learn from Alex, as this is an important part of the Museum’s journey towards decolonising their collections and practice. 

Alexandra introduced herself in her native tongue and as Blue Corn, which immediately set the tone to the session. 

The museum brought some pieces from their Botany and Entomology collections. Most children knew what Botany meant (‘investigating plants’ as one child put it) but Entomology was a new word for most.

The children were given a few minutes to circulate around each of the objects brought by the museum. In small groups they were asked to discuss whether they recognised them, if they had seen them before and where, and whether they had any stories or feelings associated with them.

The Butterfly Station (a glass case of 10 different butterflies) led to some interesting conversations around why we don’t see that many butterflies (some saw them on holiday or in some cases in their garden), which led to an understanding that we live in cities and that butterflies need flowers. I was really interested in hearing some conversations around ‘are they real?’ or ‘are they dead?’, which made me think about the ways younger children might struggle with the idea of something being dead and real at the same time. Being dead but visible and conserved. Dead but existing in the world. There were also some conversations around the ethics of killing the butterflies (it turns out they were trapped in a jar and put to sleep with a gas in Victorian times as a way to study them).

The Blue corn and dried chilli station was interesting in that most children thought that the blue corn was rotten ‘normal corn’ and few recognised the chillies, or again thought they were rotten or old.  

The plant station included dried Yaupon leaves and an Echinacea plant in a class case as well as botanical drawings of medicinal plants. Again a conversation around the plants being ‘real’ or not came about, but also the children enjoyed trying to read the labels of these items: ‘black tea’ being used to describe the Yaupon. A conversation around drinking tea, when they drink tea, what tea they are allowed to drink etc. ensued. When I asked one student the type of tea he normally drinks he answered ‘normal English tea.’ When I asked him about what he meant by that, he wasn’t really sure what I was asking. Unpicking responses like these is exactly why I find this project so fascinating.

The children were brought back into a circle, and Alex told everyone about the significance of the circle in her culture. She began the story by introducing her relative, corn, who like herself is the eldest sister. She told story of the Three Sisters, and how they revealed themselves to the villagers to thank them for their kindness and generosity on a cold winter evening. The children really responded to this story. Some asked if it was real, if Alex was real, if she was magical. It brought about a certain level of mysticism. I think there is something really interesting in bringing this magic, this mysticism into the classroom (and valuing it) as a different way of knowing. I am interested to explore its role in how we learn, particularly in the context of this project and the intention to create a space where children can connect with ‘the more than human’ and build a relationship that is based on reciprocity. 

The session concluded with a game, which explored relationship and kinship as well as some of the harmful effects of colonialism. The group were separated into humans, butterflies and medicinal plants. Alex explained that as plants and animals came long before humans, Indigenous people had learned to survive by listening and observing. Rather than forage for hours on end for medicinal plants hidden in the shrub, they followed butterflies in the meadows to the correct plant. 

The humans were told that a fever has broken out in their village and that they needed to find a particular flower to help them heal their families. They came to the butterflies for help. Human’s one gift, Alex reminded them, is gratitude; and in order for this relationship to be reciprocal the human had to say please and thank you to the butterfly.      

Each layer of the game brought another disease, which the butterflies needed to help the humans with, and each layer brought further obstacles. For example, farmland got rid of a number of wild flower meadows and therefore butterflies, while private property made it impossible for the villagers to follow their butterflies to pick the plants. Each obstacle broke down the relationships further. 

I really enjoyed hearing about the different properties of these plants. A lot of children did not know that medicine is in fact (mostly) plant based. I definitely found that hearing about all of their properties and the ways in which they help us made me admire, respect and love them more. The feeling of being in awe of nature and all its gifts might be a good starting point for shifting this relationship of domination and destruction. 

Totem in Manchester

 Guest blog by Alexandra P. Alberda

Totem Latamat outside Manchester Museum

As TOTEM LATAMAT makes its journey towards Glasgow for Cop26, we are asking people who encounter it along the way to write guest pieces about the encounter.  Alexandra P. Alberda spent most of her youth in Bismarck, North Dakota, USA. She is mixed race and Jemez Pueblo, which has meant that she has grown up at the thresholds of cultures.  She is Curator of Indigenous Perspectives at Manchester Museum - the first person to hold such a role.

Between October 21st -24th TOTEM LATAMAT was installed on The University of Manchester’s University Place Square opposite the Manchester Museum across Oxford Road. At the Museum, we are proud to host this important work as it contributes not only to our Indigenising Manchester Museum programme, but also to our hello future programme, which is concerned with climate and environmental action. TOTEM LATAMAT was an example of Indigenous action and lived experiences (through QR extra material) that our communities, students, staff and visitors could encounter. Many remarked to me on the beauty of the work and message, and how the materials seemed very important in considering actions we take. 

This installation coincided in a happy accident with the wonderful Corridor of Light celebration, which brings in people and families from across the Greater Manchester area. It was placed next to an audio-visual work by Antonio Roberts called Move Fast and Break Things. Through this event, regular University activity and dozens of prospective student trips on the Saturday, thousands of people viewed or interacted with TOTEM LATAMAT, and I certainly saw at least a couple hundred take selfies with it and read the signs.  Jun Tiburcio’s TOTEM LATAMAT was an important ambassador of Indigenous perspectives on climate crisis/burning and a provoker of conversation.