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This study, led by the Research Group at the Lawrence Hall of Science, was commissioned as part of a planning grant, funded by the Pisces Foundation, to support the design of a professional learning workshop series for outdoor science organizations.
The presenter for this webinar was Megan Bang, Associate Professor in Education and Indigenous Studies, Northwestern University. She focused on the intersection of environmental education and indigenous knowledge.
Public gardens can benefit by focusing on women as past and future contributors of note to the field of landscape design.
It has become apparent that there is need for actionable steps that member institutions can take to become more welcoming for their visitors, staff, and volunteers.
Green spaces (zoos, city parks, and urban farms) and cultural institutions are capturing our gap audiences—racial minorities, youth and young adults, and people of lower socioeconomic status.
People of color, people of diverse circumstance, faiths, backgrounds, health and abilities, gender identity and orientation, are under-represented in our organization because of something our garden was or is—something it once said or did—something it i
Despite the resonant theme of plant biodiversity inherent in the public garden sector, institutions grapple with a staggering lack of human biodiversity in their staffs, member base, donors, and audiences.
Public gardens across America are responding to an influx of refugees/immigrants from many parts of the world with edible garden displays showcasing the increased diversity of our visitors.
The staff and visitors of many public gardens are less diverse than the communities they serve. Events, policies, and Carl Linnaeus’s categorization of humans have created long-standing barriers.
Just like diverse plants can’t be expected to all thrive in the same growing conditions, we can’t expect diversity to flourish without examining the “growing conditions” of our institutional environments at all levels.