Shaping the open territory – Page 6

(E) Constructing multicultural communities

WORKSHOP 10

Title/ SHAPING THE OPEN TERRITORY

Age Range or Target Group/ mixed group

Duration/ 1.5-2 hours

Key Words & Phrases /  Conflict Management, Intercultural Learning

General Aim- Objectives / The current workshop could be seen as a continuation of the previous workshop. An activity in two phases, developing an intercultural approach & participants’ negotiation and conflict management skills, primarily through simulation exercises, beginning from the point of view of different religions.

Instructions (Step by Step process)/

PHASE 1:

Participants are split in three different groups; the first one represents Muslims, the second one Buddhists and the third one Christians. Each group receives from the trainer one flipchart. Participants are invited to use papers, glue, scissors, markers, carton in order to create little constructions, representative of each cultural identity or religion such as houses, churches, temples, schools, Mosques, playgrounds etc. At the end, each group poses its constructions on the flipchart (note: The trainers have to be sure that each team has covered the whole space of its flipchart with custom made creatures).

PHASE 2:

In the second phase of this activity, the trainers place a new flipchart in the middle space and asks the three groups to place their creations on that flipchart (Important note: this new flipchart should be of the same size with those provided to each group during PHASE 1, or even smaller (maybe the half or ¾ of the previous ones). The members of the first team start placing their buildings inside the common Flipchart carton until they finish. Then the next group makes the same and finally the third one. Soon they realize they don’t have enough space to place everything they’ve built, but they have to put them inside anyway. Consequently, the participants at this stage start placing things above others, or even destroying some constructions to place theirs.

As there is not enough space for all the creatures, the three groups are invited by the partners to negotiate with each other on which of the buildings are going to be contained and on which are going to be sacrificed. In this way, participants are obliged to make concrete decisions on what really matters for them, by simultaneously trying to understand the need of the others After all buildings are placed inside the carton, trainers put a simulated wall made of paper around the “city” and a debriefing starts (all together) to analyse how was the process of construction, negotiations, conflicts between cultures, feelings, etc.

Materials and Resources/ cultures symbols; flipchart, paper, glue, scissors, markers, cartons;

Media and Techniques/ creative activity, simulation exercise

Desirable Outcomes and Competences

To make the participants aware of how the thinking of the three cultures/religions has influenced each other throughout the ages;
To develop abilities related to direct thinking;
To develop abilities related to conflict management;
To develop thinking in coexistence of religions.

Debriefing and Questions for Evaluation/ The educators could use the following questions in order to help participants understand the workshop’s outcomes.

In your opinion, what was the objective of this exercise?
In your opinion, which team had used better argumentation?
Which personality controlled the arisen conflict in a more successful way?

How did you resolve the conflicts?
What kind of negotiation skills are necessary for one to control such situations?
What could have been better in this exercise?
Is it the coexistence of different religions or philosophies a realistic situation, please elaborate?

WORKSHOP 11

Title/ ETHICS OF ADMISSIONS

Age Range or Target Group/ Youth trainers and generally people in communities influenced by displaced population

Duration/ 1 hour and 15 minutes

Key Words & Phrases/ admission and integration of refugees in national territories, communities of character, ethics of admissions, policies and philosophical theories around migration issues

General Aim-Objectives/

Groups of people with similar values and language that want to ensure their continuity through time are also known as communities of character. These groups have leverage over deciding who enters their boundaries. The philosophical discourse around this decision is known as the ethics of admissions and is a guiding tool to the formation of laws and policies around migration issues. Polarised opinions on the subject are that:

Closure as a medium to protect “communities of character” is morally justifiable[1] . In that case a strategy is facilitating displaced people in camps.

Inclusion of the displaced to a political system is our moral obligation in order to provide the displaced “life due to right and not charity”. In that case a strategy to facilitate displaced people is granting asylum. The workshop is based on research and findings of the Border as Nomos: An Alternative for the Stateless thesis project of Melina Philippou, who is the author of this workshop and member of ‘FATI’ research team.

Fundamental aim of this workshop is to introduce the theory around the philosophical discourse on the Ethics of Admissions as a means to provide tools for the understanding of integration policies approaches and positioning of one self on them.

Instructions (Step-by-Step Process)/

Step 1:

Discuss the positions of key figures on the subject of ethics of admissions and place them on a line from the most pro-admission to the most pro-closure.

Make sure to expand on the reasoning of each position.

Step 2:

Participants get to contemplate on the different philosophical approaches on admissions and note their position on the line.

Step 3:

Each participant gets to justify their position in the line.

Material and Resources/

Philosophical Approaches to the Ethics of Admissions from Pro-Admissions to Pro-closure

Joseph Carens, Political Scientist

Migration and morality

Defending open Borders

Hannah Arendt, Political Theorist

The origins of Totalitarianism

We have the obligation to provide refugees a space where their actions can be meaningful.“ in short, for Arendt, to be excluded physically, economically, socially and politically, as stateless people are, from the common world constitutes part of the ontological deprivation because with this comes the loss of an individual place in a common public  space from which action, speech and identity become meaningful.”

Giorgio Agamben, Philosopher

Homo Sacer: Sovereign power and bare life

Stateless people lives in camps are deducted to their biological needs and stripped from their political capacities ( speech and action).

Peter Singer

Practical Ethics

We have the same moral obligation towards strangers as we do to our closest family. States should welcome refugees until the cost to that state begins to outweigh the benefits to refugees. Recommends doubling national immigration

Seyla Benhabib, Philosopher-Political Scientist

The rights of others: Aliens-Residents-Citizens

We have a moral obligation to admit refugees into our country, but not unrestricted. We are justified to exclude refugees if we can show them an alternative good ground.

Michael Walzer, Political Theorist

The distribution of membership

A refugee’s moral claim “cannot be met by yielding territory or exporting wealth, but only by taking people in” however unique political communities require closure to be maintained. We have the right to exclude people for the sake of maintaining these important “communities of character.” It is upon them to decide which refugees we take in and how many.

David Miller, Philosopher

Immigration: The case of limits

National cultural identity is important. Nations are justified to deny admission in order to protect it and evict refugees after the crisis is abated

Chris Heath Wellman, Philosopher

Immigration and Freedom of Association

States are justified in closing their doors to “all potential immigrants, even refugees desperately seeking asylum from incompetent or corrupt political regimes.

Garrett Hardin

Lifeboat Ethics

Wealthy countries like lifeboats have limited carrying capacities and therefore taking in masses of immigrants from poorer countries will not solve the problems of poor countries but will only sink their lifeboats, metaphorically speaking.

References / Suggested Readings

Melina Philippou, The Border as Nomos: An Alternative for the Stateless, MIT-2016

Serena Parekh, Refugees and the Ethics of Forced Displacement (Routledge Research in Applied Ethics) 1st Edition

Media and Techniques/ The Ethics of admissions line is diagrammed on a roll of paper across running across the room. Participants place themselves at the point of the line that represents their position on the subject.

Desirable Outcomes and Competences/

After the completion of the proposed tasks, participants will have been provided with a framework for the understanding of the wide array of positions of national territories around admissions and where they are routed from. Additionally, a platform for the conscious understanding of where participants stand regarding asylum/migration processes towards a constructive dialogue around refugeehood will have been established.

The target is to showthe participants that there are different theories and approaches to the problem, not just a black and white situation as the majority of the population sees it, but a big grey area as well. Can we discuss who to accept, develop different criteria? How should the wealthy states be seen as? Discussion will arise after the participants decide which theory speaks to them the most. The workshop could create a very transparent and insightful discussion.

Furthermore, at this stage and through this workshop, the educators can now observe all the knowledge and insights that the participants have developed through the other workshops and how it will help them understand and explore this issue even more. At this phase, trainers tend to notice the cohesion between each and every exercise that has been suggested up until this point.

WORKSHOP 12

Title/ COMMUNITIES OF CLOSURE

Age Range or Target Group/ Youth Workers and generally people in communities influenced by displaced population.

Duration/ 1 hour and 15 minutes

Key Words & Phrases/ ethics of admissions, Arrival state, integration policies, common values and skills, mechanical solidarity, organic solidarity, collective conscience

General Aim-Objectives/

[Important Note: This workshop constitutes the continuation to the previous workshop (11) ‘Ethics of Admissions’]

Subject: Discuss  ways communities form based on the ideas of Durkheim.

Ethics of admission refer to the philosophical stream debating on whether or not we are morally obliged to include displaced people in our political communities. The polarized opinions on the subject support that closure as a medium to protect “communities of character” is morally justifiable or that inclusion of the displaced to a political system is our moral obligation in order to provide the displaced “life due to right and not charity”.

This workshops will introduce participants in the discourse through an experiential process.

First, participants are invited to build a community with their team-mates based on the ideas of Emile Durkheim on societal connecting tissue. Second, the newly founded communities are assigned the role of either the Displaced or the Arrival state having to argue for their policy on inclusion to their territory.  The workshop is based on research and findings of the Border as Nomos: An Alternative for the Stateless thesis project of Melina Philippou, author of the current work and member of ‘FATI’ research team.

Accordingly, the main aim of the workshop is to introduce the theory around the philosophical discourse on the Ethics of Admissions as a means to provide tools for the understanding of integration policies approaches and positioning of one self on them.

Instructions (Step-by-Step Process)/

Step 1

Introduction to Emile Durkheim ideas on communities

Step 2 -Build a community based on organic and mechanical solidarity:

Divide in 4 teams (Intercultural and multi-generational)

Write in a paper 3 values or experiences that are formative to who you are . Discuss them with your team. Do you have common values? Which? How can your value system  be enriched by other teammates.
Write 3 skills you have. Discuss them with your team. How you can practically benefit from each other?
What are the values and the skills of your team. Sketch your community!
Present your newly founded community to  the other teams.

Step 3 – Integration practices in communities of closure

Team 1 and Team 2 had to flee from their territory and are looking for protection at the communities of Team 3 and Team 4.

Team 3 and Team 4 argue on whether their welcoming the incoming population or not. How do they justify their decision?

Team 1 and Team 2 argue on being included to the new territory. What’s the basis of the argument?

Step 4

Does your position as an incoming on welcoming community reflect your positioning on the ethics of admissions line of the previous exercise.

Please position yourself in the line of admissions? Are you at the same point? Why did you shift?

Material and Resources/

Suggested Readings:

Émile Durkheim,  The Division of Labour in Society (1893)

Philippou Melina, Border as nomos: an alternative for the Stateless, S.M. Massachusetts Institute of Technology, 2016

Notes ( Wikipedia):

Émile Durkheim (1858–1917), the social cohesiveness of small, undifferentiated societies (mechanical) and of societies differentiated by a relatively complex division of labour (organic).

Mechanical solidarity is the social integration of members of a society who have common values and beliefs. These common values and beliefs constitute a “collective conscience” that works internally in individual members to cause them to cooperate. Because, in Durkheim’s view, the forces causing members of society to cooperate were much like the internal energies causing the molecules to cohere in a solid, he drew upon the terminology of physical science in coining the term mechanical solidarity.

In contrast to mechanical solidarity, organic solidarity is social integration that arises out of the need of individuals for one another’s services. In a society characterized by organic solidarity, there is relatively greater division of labour, with individuals functioning much like the interdependent but differentiated organs of a living body. Society relies less on imposing uniform rules on everyone and more on regulating the relations between different groups and persons, often through the greater use of contracts and laws.

Desirable Outcomes and Competences/ Participants will have tested whether there are ways that help communities be more open to admitting in people fleeing from war, by crowdsourcing ideas around integration and expressing fears on inclusion.

This workshop proposes a deeper discussion about the previous topic (workshop 11), this time through a role playing exercise that puts people in a thought-provoking situation. How can one decide on such topics? How does the displaced person feel? Through this exercise participants are really getting to the core of the problem and trying to find a solution that will benefit all or maybe just one of the participants. The creative part about creating a society is also necessary to allow participants to see how a society functions and what it is based upon, which will bring them to a better understanding in the current phase of the exercise, proposed within Workshop 12.

WORKSHOP 13

Title/ STRATEGICAL DESIGN FOR INTEGRATIVE COMMUNITITIES; THE ROLE OF NGOs IN CREATING NEW STRATEGIES FOR THE INTEGRATION OF VULNERABLE POPULATIONS

Age Range or Target Group/ Youth trainers, social workers and decision makers who are interested in the development of strategies, able to lead to inclusive societies.

Duration/ This is a double session, accordingly the participants are expected to work two and a half hours in total.

Key Words & Phrases/  strategical design for inclusive communities, critical thinking, building social relationships, communities and external threats, deprived neighborhoods, geographical exploration, citizen participation, artistic creation.

General Aim- Objectives / The workshop ‘Strategical Design for integrative communities; the role of NGOs in creating new strategies for the integration of vulnerable populations’ has been based on the methodology developed under the context of Euler project, entitled as ‘THE EULLER TOOLKIT: ALL IN ONE PLACE’, which suggests a clear strategy for bringing together the citizens residing in deprived neighbourhoods. The Euler workshop had been structured on the methodological ‘constructions’ of geographical exploration and building social relationships. Accordingly, that particular tool is now being modified by the current project consortium, in such a way to approach new methodological strategies, on the basis of which the integration of migrants and refugees into the modern EU societies could be either accomplished, or even reinforced.

More particularly, the strategy consists of a critical path that can be followed by the community organiser/intervenor/educator and which is depicted below:

Picture: [On-line Source: https://www.eulerproject.eu/2017/12/23/the-euler-toolkit-all-in-one-place/ ]

By using a more collective and less individual approach, the trainees will be gradually guided to give an answer to the preliminary question: ‘In which ways could the community organiser/intervenor/educator bring the members of the community together, but without allowing the factor of intercultural diversity to function as an obstacle ?

As the ‘Euler consortium’ has pointed out, this particular critical path is strongly interwoven with the observation that ‘a local area confronted with imminent redevelopment, is often already coming together. E.g the threat of an new high speed rail development in Somers Town, is an example of how external threat can bring communities together. If there is an issue, the community organiser can build on this group and strengthen what is already there. If there is no issue, the community organiser has more benefit training local people in the use of the method, if not the project will come across as rather foreign to the neighbourhood. The trainers are thought to identify the need of the local community, “which change would they like to see”. After that, the skills and competences required to make this change happen can be identified.

In both cases, the biggest contribution a community organizer can make is to provide physical and mental space in which the existing knowledge and skills can be shared and deepened.

Should the community reach its limits in terms of availability in the local community, an ad hoc expert can be sought externally, to provide the necessary input’(online source: https://www.eulerproject.eu/2017/12/23/the-euler-toolkit-all-in-one-place/)

Instructions (Step by Step process)/

PHASE I:

The trainer presents the general aim/objective of the current workshop, by using all the information provided under the paragraph ‘General Aim- Objectives’. Subsequently, he proceeds with an analysis of the ‘critical path’ illustrated within Picture 1, whilst in parallel making clear that this is about a strategy, with the implementation of which we are attempting to detect possible ways of bringing together the citizens of a local area, even if this is being considered as a deprived neighbourhood. Here, the trainers are advised to use a projector for the presentation of the ‘critical path’.

PHASE II:

In phase II, the trainees are being divided by the educator into groups of five. Each group is being provided with a printed version of the ‘critical path’ depicted in the Picture 1, as well as with a second document that contains a case study based on the example of an existing European Community; particularly through this document, an analysis of ‘La Marina in Zona Franca – Sants District of Barcelona’ will be attempted.

Through the analysis, the following thematic axes are being approached:

A general description of the chosen area, including demographic features, historical background and social context;
Characteristics that make the area potentially interesting and reasons for choosing it for bringing its citizens together.

This particular case study concerning ‘La Marina in Zona Franca – Sants District of Barcelona’ is being presented below:

General description of the chosen area [demography, history, context,…

Our place to develop the EULER project is La Marina in Zona Franca – Sants District of Barcelona.

Is a neighbourhood with 29.719 inhabitants in a 1,3 km2. The origins are 51% born in BCN; 5,4 % Catalonia; 25,6 % rest of Spain; 18% foreigners (mostly Equator, Peru and Philippines). Younger population and more people from Spain than average. Lowest index of migrant population than average in Barcelona. Family income is lower (77,4) than the district (80%) and than average in Barcelona.

The neighbourhood has as industrial history. It is located close to the industrial area called Zona Franca. SEAT, the first producer of cars in Spain (now belonging to Volkswagen group) is based in the area. along with many industrial companies. It is also a logistic area given the closeness with Barcelona harbor, the most important in terms of traffic in Spain.

Is a neighbourhood with a long tradition of associations (as it uses to happen in Catalonia), but with low level of young participation and atomization.

According to a participative diagnosis lead by the Barcelona Council, it is well considered the number of public equipment’s related with social, educational and cultural needs in comparison with the population of the area. Nevertheless, neighbours vindicate a bigger cultural centre, space for the associations of the area, a sports centre and a significant improvement in the delivery of health and social services.

Besides that, the mentioned diagnosis shows some points of improvement that are in the basis of the strategy:

Concentration of activities in only one area (Plaça Marina)

-Kids and teenagers alone in the streets: need of socio-cultural offer

-Lack of meeting spaces for young people

-Lack of knowledge of the associations and Council activities

-No sharing of spaces amongst the associations of the neighborhood

-Lack of a community plan providing vision and an agreed action plan

-There are not participation of migrants in the civil society

-Difficulty of acting collectively

On the other hand, there is an agreement on different measures, as it will be seen, that converge in the Euler strategy:

-Promotion of education and training for young people

-To improve the access to good cultural and youth centres by the associations

-To develop an intercultural plan

-To boost community mediation and the conflict resolution actions

-Give support to the development of civil society

How have you chosen your local area? What makes this area potentially interesting?

Points of depart were:

-existence of an agreed and participative diagnosis

– identification of some characteristics susceptible to be developed in a training frame

– relative lack of participation in international projects

-relative peripheral situation (being Barcelona a city with many initiatives and projects close to this)

First need when acting at territorial level is precisely a lever able to start with guarantees a process that, even needed, is innovative in processes, procedures, vision and activities in many cases.

In this case, a while ago, Trànsit established a dialogue with the Civic Center “Casa del Rellotge” (http://ccivics.bcn.cat/casadelrellotge). This is a public institution belonging to the Barcelona Council, and managed by Trànsit Projectes, whose aim is to promote and disseminate cultural activities along with citizen participation and artistic creation. They have a good relationship with the neighbourhood population and very good contact with the leaders of local associations.

First conclusion, looking at the social – cultural map of the neighbourhood, is a clear lack of proficient skills in the civil society to achieve two of their main goals (identified partially also in the previous diagnosis):

-opening the associations to new members and the whole neighbourhood

-improve the communication capabilities in order to create and follow a dialogue with their potential audiences

-ageing of community leaders

-search of new forms of activism and expression

-proactivity and openness of younger generations for art/culture forms

-creating new community senses

(Online Source: https://www.eulerproject.eu/2017/12/23/the-euler-toolkit-all-in-one-place/)

After reading carefully all the information contained within the case study, whilst in parallel relying on the critical bath, the groups will be invited to help this particular community to apply a Strategy for bringing its people together. Accordingly each group should prepare a six minute presentation, referring to the following points-questions:

‘

Taking into consideration all the features provided to you, how will you contact and involve people to work with?

In which project would you like to involve them?

“Experience has taught that many organisations find it hard to start working in a deprived urban area. VET-organisations, government as well as private actors find it hard to reach into communities that are further removed from the mainstream economy. The Strategy provides them with a first step towards involving citizens on the basis of what they are interested in, not because of charity or a decree from above.”

How does your work support the claim made here? How will your work to reach citizens different from those in traditional training programmes?’

(Online Source: https://www.eulerproject.eu/2017/12/23/the-euler-toolkit-all-in-one-place/ )

PHASE III:

After a reasonable amount of time spent in group discussions and preparations (approximately 45 minutes) all the groups present their findings either by using PPT or flipcharts. The resting groups should proceed to the wording of questions arising from the presented material.

Materials and Resources/ flipchart papers, pens, laptops, projector, printed documents which will contain the critical path, the questions that should be answered by the group and the case study that will be analyzed

Desirable Outcomes and Competences/

After the accomplishment of the workshop, the participants will have searched of new forms of activism and expression, by bringing into life new community senses.

Additionally, the trainees will have emphasized on the development of inclusive and participatory strategies, thus learning to be able to provide concrete solutions to certain community malfunctions.

Questions for Evaluation/

After the accomplishment of the project, the trainer should urge the participants to analyse whether their strategies have led to the creation of more inclusive communities-societies, thereby minimizing the possibility to let the factor of intercultural diversity function as an obstacle.

Contrariwise, in order for the strategies to be considered as successful ones, the new communal constructions should have benefited from both the factors of interculturality and cultural difference.

WORKSHOP 14

Title/ THE MINETEST WORKSHOP

Age Range or Target Group/ Youth Workers who are interested in the integration of vulnerable groups and populations, such as migrants and refugees, into a wider community.

Duration/ 2+ hours

Key Words & Phrases / technological applications, virtual reality, 3D modelling software, urban design and architecture, building creative structures such as buildings and cities.

General Aim- Objectives / Minetest is a computer game inspired by the popular game Minecraft. The main difference between minetest and minecraft is that the former is open source and free to download and install.

Minetest can be employed for countless educational purposes, among which to talk about urban design and architecture. In minetest, players interact with the game world by placing various types of colored blocks – similar to a ‘digital Lego’ – in a three-dimensional environment with the purpose of building creative structures, such as buildings and cities. Minetest can be played in multi-player mode, or in single player worlds, across multiple game modes. Creative mode enables gamers to easily create buildings similar to those produced by complex 3D modelling software, with the additional benefit of being able to collaborate through the multiplayer setting. As a result, the building process is more similar to real-life construction projects with multiple workers carrying out different roles simultaneously, than traditional digital 3D model-making tools with only one designer.

Using Minetest with mixed groups of individuals, for urban design and planning purposes, enables them to express themselves in a visual way, helps participants develop skills and network with other people from the community. Designing in Minetest allows individuals to explore the merits of various design alternatives and visualize their ideas, providing a way to explore and question new perspectives. The deliberative process also encourages people to develop a broader understanding of the urban environment, speak in public with greater confidence and improve social relations. Mastering such skills is necessary for individuals to engage in critical thinking and contribute to their communities, thus having a positive impact on community cohesion and further civic engagement.

A park in Lima, Peru, in real life and in Minetest

Instructions (Step by Step process)/

In this tutorial, trainees will learn how to create 3D designs on Minetest, and subsequently export them for 3D printing or simply view them in VR.

[Important Note : This exercise could relate to the previous workshop, in which participants had to develop and analyze a potential area that could bring everyone together. It could be interesting for participants to design something related to the area/community they had developed above.

Accordingly, the trainer is advised to provide the trainees with the following instructions (printed document), whilst in parallel guiding them in each step of the process :

Download Minetest

Once download is completed, unzip the folder somewhere on your computer, ex. on your desktop.

Download Export block

Once download is complete, unzip the folder, rename it into something more simple (ex. exportblock) and place it in the “mods’ directory of minetest

Launch minetest

The .exe file can be found in the folder named “bin”, in your minetest directory.

Launch a multiplayer game on your local server

One computer will act as a server, whilst other computer (as many as you want) will act as players.

On the server computer, launch minetest, and start a game where you will be hosting a server.

Create a new game first (in this case “jolin”)

Leave the Port field empty

Choose a name for your player (below we name it “sim”)

Tick the box “Host Server”

Go on Mods and activate exportblock

Take note of your IP address

Launch the command prompt on your computer and type “ipconfig”. Then press ENTER.

Your IP number is IPv4 (in this example: 192.168.43.125)

Join the game hosted on the server

On the computers acting as players, launch minetest, go on PLAY ONLINE and enter the IP address of the host server. Enter a name for the new player, leave the “Port” field empty and join the game.

On the computer acting as host server, you will be notified when a new player joins the game

Build something and export the 3D file

Use red wool blocks to build something of your choice. Beware that only red wool blocks can be exported for 3D printing.

Use the computer hosting the game to export the design. Go in front of the 3D object, open the communication window by typing “t” on your keyboard, and type “/exportblock”. Press ENTER

Wait until the game returns a message stating the export was successful

You will be able to find the .obj file in the directory “worlds” in your minetest folder on the computer hosting the game.

View the 3D object on Meshlab

Download Meshlab

Launch Meshlab and click on File>Import Mesh

If the object looks like the one you’ve designed on minetest, that means that everything went well. Otherwise, try re-export the object on minetest.

View your 3D object in VR

First, you will need to publish your object on Sketchfab

Click on the “share” button to get the link to your model

You can now reach this link on your smartphone and choose “View in VR”.

Materials and Resources/ personal computers, internet access.

Desirable Outcomes and Competences/

After accomplishing the proposed tasks participants will be able to:

-express themselves in a visual way, by simultaneously improving their digital competences;

-network with other people from their community;

-visualise their ideas and explore new imaginative perspectives;

-improve their social relations and being able to speak in public with greater confidence;

-engage critical thinking;

-contribute to the creation of new communities as visual examples;

-contribute to community cohesion and further civic engagement.

Questions for Evaluation/

No questions for evaluation are needed, since this is an ice breaking activity which primarily aims at helping participants feel comfortable, by simultaneously focusing -on the one hand- on the strengthening of their digital skills and competences and, on the other hand- on detecting ways to express themselves and their communities in a visual way, always within a collaborative and enjoyable environmental context.