Page 41 - Caring_for_your_community
P. 41
C onclusions
Although the projects, programmes and activities featured in Sometimes there is the opportunity to make new links through
this manual vary in terms of content, engagement approach, existing relationships. At Morris Arboretum it was a strong
the social issues they address, groups they work with, timescale, supporter of the arboretum who created the bridge to working
budget and so on – all of which is to be expected considering with their partner schools. ‘There was someone who was a big
the need for projects to cater for their unique context – there fan of ours and a big fan of this teacher and he said “You gotta
are important common characteristics. None of the projects take your class out to the arboretum” and they called us and
featured appeared by magic, all were built upon some existing said “Can they come?” and we said “Yeah sure, no problem
element, be it an established relationship, project or idea and we won’t charge you’– and the project evolved from there’
already explored in some other way. That is to say, all involved (Morris Arboretum staff) (see page 28).
the garden staff being aware of and responsive to opportunities
when they presented themselves or seeing the opportunities to It can also be that an opportunity for funding creates the
build on previous or current activities, programmes and projects. chance to develop an existing project idea. A Cranbourne BG
staff member said: ‘Well, as often is the case: funding turned up.
In many cases, opportunities arose through existing projects, You know, I was in a meeting and… our County Council… said,
either within or outside the organization. In the example “There is funding available for supportive playgroups” and I’ve
of Missouri BG, the chance came when the founder of the been looking for a way that we could have an early childhood
Blessing Baskets business gave a presentation to students at officer ourselves and it was just a coincidence of funding
the business school (see page 38). The business school already becoming available, wanting to have an early childhood officer
collaborate with Missouri BG, so they introduced the founder and knowing what the needs of the indigenous community
to their work in Madagascar. The founder proposed: ‘Okay, I will were and so, finding a way to put them altogether’ (see page 21).
give you a trial order for baskets and if you and the community
are able to satisfy that order then we will progressively place Clearly, when you look at these case studies what is important is
more substantial orders.’ As Missouri BG staff point out, ‘it being creative and open-minded – the garden being aware and
really is a project that came out of diverse partnerships…’ and taking notice of what is going on around it. If they work in this
in this case, the garden was able to spot the links between way, when opportunities arise, any botanic garden will be able
their work and the work of another organization. At Oxford BG, to work with its community effectively. This can bring about
their project arose through an opportunity which came from strong, lasting and positive environmental and social change.
an existing relationship with the Lead Tutor for the Council and
for Adults with Learning Disabilities, and built upon the work
they had already conducted together (see page 11). As the
garden staff explained, the tutor had previously offered one-off
sessions and short courses for adults with learning difficulties
in the garden and the and the Growing along with the Botanic
Garden programme came about when she suggested that
they ‘might like to do a really nice longer project with a group
of adults with learning disabilities and to actually run an
accredited course for something [so] that they could end up
with a certificate.’
CARING FOR YOUR COMMUNITY | A MANUAL FOR BOTANIC GARDENS 39
