Volume 1 • Number 2 rootsBotanic Gardens Conservation International Education Review October 2004 Botanic gardens and zoos synergies for the future Taking a holistic approach From the lion’s cage Partnerships for learning Should botanic gardens keep animals as exhibits? New! WWW Education resources available online Log on to BGCI’s education website for a range of educational resources. Key articles from Roots are included, covering a wide range of education topics, case studies and advice for developing and running your own education programme. Also online are BGCI’s ‘Environmental Education in Botanic Gardens’ guidelines, as well as other useful links and documents. www.bgci.org/education Contents 02 Editorial: botanic gardens and zoos Julia Willison, Botanic Gardens Conservation International Editors: Julia Willison and Sarah Kneebone 05 From menageries to master plans: linking the botanical with Cover Photo: San Diego Zoo, USA the zoological Design: John Morgan, Seascape John Arnott, Geelong Botanic Gardens, Australia Email:
[email protected] Forthcoming Issues 09 Taking a holistic approach to environmental education Volume 2 Number 1 – International agendas: implications for botanic gardens Catherine Hubbard, Alberquerque Biopark, USA Last submission date January 20, 2005 Volume 2 Number 1 – Master planning for education Last submission date June 20, 2005 12 Plant education in zoos Roots is produced by Botanic Gardens Conservation BGCI members and supporters International (BGCI). It is published twice a year and is sent to all BGCI members. Membership is open to all interested individuals, institutions and organisations that 16 From the lion’s cage: a new education programme at Munda support the aims of BGCI (see inside back cover for Wanga Environmental Park membership application form) Emma Stone, Munda Wanga Environmental Park, Zambia Further details available from: • Botanic Gardens Conservation International, Descanso House, 199 Kew Road, Richmond, Surrey TW9 3BW 19 Indian zoological and botanical gardens: historical UK.