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Making Training Educational for Zoo Visitors
Katherine Whitehouse‐Tedd*, Sarah Spooner*, and Gerard Whitehouse‐Tedd

10.1 Introduction benefits (e.g. often related to ease of handling
and transport, public safety, aesthetic [bio-
Trained, habituated, or conditioned animals philic] appeal, or ability to engender empathy
are often integral to zoo education pro- in learners). These characteristics can be
grammes. Even programmes which refrain applied in educational roles for both direct
from using animals directly as part of their and indirect interactions; whereby the ani-
lessons or activities delivered, will still utilise mals are utilised as an educational tool aimed
animals on exhibit to support and supple- at providing a more intimate, emotional zoo
ment taught theory. The roles of zoo animals experience. The underpinning philosophy is
in regards to conservation and education that these experiences will generate greater
programmes have previously been termed concern for the species involved (Routman
‘exhibit’, ‘breeding’, or ‘programme’ animals et al. 2010; Skibins 2015; Skibins and Powell
(Watters and Powell 2012); the latter are also 2013).
known as ‘encounter’, ‘outreach’, or ‘ambassa- However, a challenge is often raised both
dor’ animals. Although animals may switch within and outside of the zoo community
roles, or perform multiple roles at once, it is when evaluating the ability of zoo education
the ambassadorial role that this chapter will programmes to achieve their goals. This
focus on. This role centres on their interac- challenge is based on the fact that the pri-
tion with humans (either keepers, educators, mary driver for a zoo visit is more often
visitors, or a combination) and the animals considered to be recreational, social or enter-
involved are typically selected for certain tainment‐based, rather than linked to an
species‐specific attributes, which enable interest in learning (Ballantyne and Packer
them to perform this role effectively. These 2016; Ballantyne et al. 2007; Reading and
attributes can be classified as being of educa- Miller 2007; Turley 2001). The recreational
tional benefit; for example, displaying unique role of zoos should not be overlooked given
adaptations to explain biological concepts, its function in underpinning the economic
rarity to explain conservation threats, bio- viability of the majority of zoos. As such,
phobic characteristics to overcome fears or zoos must develop strategies to deliver their
dispel myths, or representative of taxonomic educational and conservation messages to an
differences. Alternatively, animals may be audience whose primary objective for the
selected for attributes with more practical visit is often not education or conservation.
The challenge of meeting educational objec-
tives within the context of a leisure venue is
further exacerbated by the apparent dissonance
*These authors contributed equally.

Zoo Animal Learning and Training, First Edition. Edited by Vicky A. Melfi, Nicole R. Dorey, and Samantha J. Ward.
© 2020 John Wiley & Sons Ltd. Published 2020 by John Wiley & Sons Ltd.