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whilst in most cases, e.g. Culiacán BG, Brooklyn BG, Oxford ©Schoolchildren learn about biodiversity to encourage an
BG (see pages 23, 33 – 35 and 11 respectively) the garden
initiated the project with a clear idea of the objectives and appreciation of nature Jardin Botanico Culiacan
activities, and over the duration of the project was receptive
to the participants’ requests, allowing the community a deeper Culiacán BG started their project on creating ‘appropriate green
level of engagement and decision making. In some cases spaces in communities where gang crime and drug trafficking
the gardens’ projects focused only on information provision have a significant impact on people’s lives – especially the
without considering any other levels of engagement; however, quality of life and life expectancy of young people (see page 23).
their learning offer was aimed at developing the community’s The garden staff adopted a consultation approach from the
capacity to improve their lives so it can be considered that the start: ‘We started with a series of interviews where we asked
end point of those cases was the supporting level – e.g. Wuhan [the young people] what was the effect of green spaces and
BG and Balkan BG (see pages 12 and 14 respectively). whether they believed a botanic garden could have an effect on
reducing violence’ (Culiacán BG staff). The staff see themselves
Let us look more deeply at what actually happened during as opening the way for the communities to create their own
some of the projects. In the case of Denver BG three types of green spaces: there comes a stage where they are in charge of
activities are offered within their Urban Food Initiatives (see designing the garden with native species and considering the
page 22). Denver engages with the participants through needs of the rest of the community. ‘We are only the facilitators,
predefined programmes and activities which they design we are going to supply native trees, and we will give them
in collaboration with their partner organisations. Within the advice if they wish about how to plant… The idea is to build
different types of activities, the creation of community gardens an environmental identity as well’, the project officer explains.
through training and consultation has a more open engagement
approach. The garden staff approach the community with their In the case of both Morris Arboretum and Auroville BG the
curriculum, but adapt the activities according to the emerging
interests and characteristics of that community. Similarly, engagement approach began at the level of deciding
in the case of Brooklyn BG, under the different strands of
GreenBridge, the garden has adopted different engagement together and grew into a supporting level (see pages 28 and
levels (see page 33). For example, the creation of the Brooklyn
Urban Gardener training came out of a consultation process 20 respectively). Auroville BG staff report that, aiming to restore
with the community to identify community gardeners’ needs.
The Greenest Block in Brooklyn is an annual competition the Tropical Dry Evergreen Forest, they ‘approached different
during which the communities come together to beautify
their surroundings. Although the competition has a specific
predetermined format, as the Brooklyn BG staff explain it is also
a ‘catalyst for community building, community organizing and
increasing civic participation… Blocks that enter the contest…
form block associations in order to enter the contest. But then
those blocks associations take off, they take on a life of their
own and they start to rally neighbours. Once the neighbours
start talking to each other, things start to happen… blocks get
more engaged in participatory budgeting issues, speed bumps,
housing issues, public health. It becomes a real snowball for
getting people more active in their communities and then
from that, we see people taking on leadership positions within
their communities.’
communities and discussed with them ways in which they
would be interested in helping to conserve the forest’(Auroville
BG staff). By the end of the project, even after funding
ended, the community was willing to continue the activities,
committing their own resources. Similarly, in Morris Arboretum
a team of volunteers go into schools and co-design activities for
them during their visit. In this way, the programme is tailored
to the needs of students and teachers. As the project develops
teachers familiarize themselves with the arboretum and gain
skills and confidence in running activities outdoors; as a result
they become more independent and begin developing and
running their own activities. k
CARING FOR YOUR COMMUNITY | A MANUAL FOR BOTANIC GARDENS 17
