<< Objectives >>The aim of Reverse The Map is to make decolonisation education accessible for learners and teachers, and use these tools to address the debate on migration nowadays • To improve partner organizations’ capacity to respond to the intercultural challenges in school through decolonial tools •To empower learners with decolonial thinking and educational tools and make them feel that their own cultures and history past are equally valued.<< Implementation >>Reverse The Map is structured in 3 activities for the achievement of its goals: 1.DISCOVERING DECOLONIALITY - to enable the introduction of the topic in the school community in an accessible way 2. PATHWAYS IN COMIC BOOKS – it aims to use storytelling to address the debate on migration nowadays and empower learners with decolonial thinking ; 3. DECOLONIS’ACTION –<< Results >>Two main results are envisaged: a. card game, with a guide for educators; b. expositions of hand made comic books made by children for diverse contexts; c.The competences of four organizations and at least 15 educators are improved, and empowered to apply decolonial activities among their school communities

Professionals from social and health sector working with vulnerable groups have a high absenteeism. This is due to stress and burnout, leading to increasing annual public expenditure in the participating countries. They are overwhelmed partly because they lack efficient tools to cope with stressful situations and to build resilience in themselves. Furthermore, their patients face problems originating from poverty and lack of education but also from mental health problems and cultural differences. To differentiate the effects of these factors is then a challenge. In the RESICARE project we aimed to develop educational materials for social and health professionals that can be incorporated in the vocational education system. These materials/tools will enable them to - better understand their relationship with their vulnerable patients (by reflecting on their patient’s and on their own cultural backgrounds, beliefs, and expectations) - notice the differences between signs and behaviors that suggest cultural differences as opposed to mental health issues - better understand how resilient behaviors can be manifested differently in different cultures/subcultures - learn how to use a wide range of activities (based on cognitive behavior therapy (CBT), art therapy, cognitive neuroscience and on the combination of these approaches) to better cope with stressful situations, to build resilience in themselves and to avoid burn-out Our primary target groups were - People working in the helping professions (social workers, health professionals) - Social and health profession students (future professionals). - Institutions, organizations providing continuous / initial education for health and social professionals Our secondary target group consisted of the vulnerable patients of helping professionals. Intended impact on the target groups: By getting familiar with these new approaches and techniques, social workers and health professionals can better cope with the stress inherent in their work and can help their patients more efficiently. In the long term this can lead to increased self-efficacy and higher job satisfaction. Institutions training social workers and health professionals will get acquainted with new methods that they can incorporate in their own pedagogical work. To reach our goals and achieve the intended impact we developed 4 Intellectual Outputs: - the Foundation Bricks (O1), that explains the main concepts (mental health, resilience, culture) and their intersections from both theoretical and practical viewpoints - the Manual of Critical Incidents (O2) that explains how the interpretation of problem situations between health professionals and their patients are shaped by cultural background, by one's beliefs and expectations, and how to differentiate the many possible factors (e.g., culture, mental health issues) behind problem behaviors - the Building resilience in social workers and health professionals toolkit (O3) that will equip these target groups with evidence based methods to better cope with stressful situations, to build resilience and to prevent burn-out - the RESICARE Open Educational Resource (O4) will ensure that the developed results, corresponding background materials and a series of video lessons are freely available to a wide audience for years after the project ends. We involved 616 social workers and health professionals and 79 vulnerable people directly to test our newly developed materials and we reached more than 245.060 secondary beneficiaries through project dissemination, exploitation, and transferability. The durability of the project is assured by the materials' long-term availability on the RESICARE website and on EU on-line platforms and also by offering future workshops and courses built around these results.

"CONTEXTWe are witnessing the lack of direct interaction between people who share a common territory, especially between people in social marginalization and those with more privileges. This has serious consequences such as racism, stereotypes, xenophobia and withdrawal. Our workshops meet the need for exchange between people in a benevolent and constructive setting. They thus make it possible to re-humanize the way how ""others are perceived"" by putting people, stories and voices, on these images. We are convinced that we have a lot of richness to exchange, while the prevailing speech is based on distrust. From the training to the show, workshops are driven by exchanges and collective reflections, and by the practice and the explanation of radiophonic methods.The joint creation of a radio program is a pretext for a meeting. The microphone releases the speech. It is an opportunity to create a dialogue and to question our daily environment and to address some taboo or overlooked topics related to social inclusion.OBJECTIVESV.I.T.A (Voices In The Air) Project would like to set a new methodology to use the radio not only as a mean for self-expression and representation but also as an artistic and creative way to address topics related to social inclusion such as empowerment, equality, interculturality, identity, values and democratization process.1- The social inclusion of minority groups through empowerment and with techniques of Social Radio with the willingness of combating the prejudices and stereotypes, from their own perspective and stories. 2- To generate radio and media content to raise awareness of discrimination in society with special attention to ageism, gender inequalities and different kinds of diversity, such as sexual orientation or cultural origin by actively promote their social inclusion.3- To support individuals in acquiring and developing basic skills and key competences (by the co-construction of the radio workshops, pre and post production)4- Extending and developing the competences of educators and other personnel who support adult learners by providing a complete set of tools to easily reproduce the experience with their own groups. We will also provide them with the necessary background theory to better address key topics of Social InclusionMETHODOLOGY1. Participatory Methodologies: allow a group with diverse interests to acquire an ever greater role in the analysis of their own reality and decision -making, thus become crucial actors in their own development. 2. The Process Oriented Psychology: focuses on developing a state of consciousness; i.e. helping individuals and groups to realize how they perceive and live their experiences and learn to change their approach. 3. Radio techniques following the output of IO1: methodology consisting of a set of exercises that promote observation, critical action and pro - positive participation. The methodological arsenal of Theater of the Oppressed, Personal Storytelling, allows for individual and collective reflection and action will be helpful to work on the skills needed to communicate through Radio regards to structural social problematic, minority group conflicts and individual internalized oppression. PARTICIPANTS / Activities and ResultsThe whole project is designed in a way that the targeted group of disadvantage people feels represented and more important feels that the project belongs to them. We payed special attention on how to integrate their perspective and interest in almost every Intellectual OutputThey will be at the same time participants on the co construction of the IOs , participants and main actors of the radio workshops.IO1 : Setup Radio WorkshopsParticipants will be trained by the partner's organisation on how to prepare the technical parts of the radio workshop so they can later be multipliers themselves for their communities or others that want to reproduce the radio show experience.IO2 : Case StudiesParticipants are and the protagonist of the case studies, they will work alongside the trainer of each partner organisation witnessing the experience, testing the different methodologies, preparing and co constructing the workshops and the topics they want to addressIO3 : MethodologiesParticipant are invited to brainstorm and explore different approach on the radio field. To develop technical skills related to the production of a radio show and all the necessary soft skills to achieve it. All of this competence are transferable to other domains as for example to enter the labor market.IO4 : Repertoire for Social Inclusion Participants, helped by the trainer will find key words or topics they want to address as key factors of social inclusion. IO5 : Self Learning platformThe participants will offer their testimonies and experience as they will be the protagonist of each case study. They will disseminate their production radio shows , methods and repertoire."

CONTEXTOur initiative focuses at the intersection of several contemporary challenges: 1. Relationships are the most important factor of our happiness and wellbeing (Baumeister) yet the spaces to these skills are scarce. 2. Gender roles and representations of sexuality are what Hofstede called the “taboo dimension” of cultures, so many are the related taboos and prescriptions. And currently these representations and taboos are undergoing deep changes. The recent series of scandals about sexual harassment and the Metoo movement highlight an aspect of this change. 3. Developing successful models of relating to others may be a challenge to all, but particularly to newcomers with different cultural backgrounds. 4. In many European cities there is a growing representation of groups of ‘young foreign men’ as synonym of threat, in the worst case becoming targets of negative campaign (Hungary) in the best merely a constant association to a ‘social problem’: “Why don’t they mix?”Against this backdrop we see the role of the Youth Workers as crucial in assisting Young people from diverse backgrounds and walks of life in developing skills to connect across cultural and social boundaries. Yet Youth Workers’ training rarely integrates modules on relational issues, on intimacy and sexuality, let alone in an intercultural perspective. As a consequence not only they cannot successfully support the Youth they work with in overcoming their challenges, but they themselves may be subjects of relational problems of their own, on the delicate issue of finding the good proximity. HENCE OUR KEY OBJECTIVES1)Helping youth workers to better address their relationship to the participants, successfully negotiating good distance / good proximity to ensure the coherence and safety of the collaboration process. 2)Offering training tools to youth workers to address issues related to relationships, intimacy and sexuality with culturally diverse groups. Help youngsters engage with others despite cultural differences, going beyond homogeneous groups that give the impression of ‘separation’ or ‘communautarism’ whether it is on the side of minority or majority. ACTIVITIES and their IMPACTSTo reach our objectives we propose to engage in a co-constructive methodological development process to create a set of training materials together with Youth and Youth workers:-The “Book of situations” (IO1) will serve youth workers (and other educators) to be able to identify cultural components in conflicts, misunderstandings related to relationships, friendships, intimate relationships (or harassment)-“Skills to connect” (IO2) offering them tools to develop their own relational / emotional skills or those of the youth they work with-The “Book of good proximity” (IO3) to help negotiate appropriate distance and proximity with their participants to be able to carry out their mission-“Skills for intimacy” (IO4) offers training tools for youth workers to address issues related to intimacy with diverse groups of youngstersFinally, we create an online learning tool based on videos: “Lessons of intimacy and relationships” (IO5) for youth workers to help them integrate the above products into their work practice either by establishing specific trainings or by inserting specific sessions into existing collaboration process. METHODOLOGYOur key methodological pillars are:a)An intercultural approach capable of reflecting on cultural differences without forcing or reifying themb)Applied psychology to develop individual skills for social and emotional learningc)Positive sexuality education inviting to a reflection and discussion about intimacy, gender and sexuality in a safe way, helping to set and respect one’s own boundaries and those of the othersd)Theatre pedagogies, in particular Rainbow of Desires and Forum Theatre to create a collective learning process in inter/action.e)Process Work to make sure that the learning is embodied and lively.PARTICIPANTSDuring the project we’ll involve directly 60 young people to create our training materials together, so that they are the closest possible to their needs and learning styles. We’ll involve 200 Youth Workers to test and assess our materials. We’ll engage in discussions with decision-makers and Youth Worker training institutions to integrate our products.LONGER TERM BENEFITSThe longer term ambition of the project is to complete Youth Workers’ Training with our modules to a)address issues related to relationships, gender, intimacy in an intercultural perspective and b)develop skills to negotiate good distance with their participants in culturally heterogeneous settings

"The idea for this project derives from the joint observation among the partners of the role adult education can play for intersection of gender and cultural diversity and for the inclusion of disadvantaged groups to society and education.The main objectives of this project are:• to increase the knowledge about intersection in the partner countries and on EU level• to enforce gender and diversity equality and social inclusion through a community education approach in the field of intersection of gender and cultural diversity,• to support the integration and social inclusion of migrants and minorities in lifelong learning by training CEFs in the field of intersection• to enhance the quality and relevance of leaning offers in adult education, using digital tools and resources.• to develop research based recommendation for regional, national and EU level• to develop a transfer model for Equal Space for other fields of education, to promote the access and motivation for education of different target groups• to promote the importance of cross-sectoral and cross-country cooperation for the development of a curricula, training material and online tools for training CEFs in the field of intersectionTo achieve that, the project aims to develop a research based Community Education approach focusing intersection. Community education promotes learning and social development work with individuals and groups in their communities using a range of formal and informal methods. Our experience in community education have shown that community education processes need actors – community educator facilitator (CEF) , who initiate local or regional learning processes, which would anchor community education in the field of gender and cultural diversity (intersection) as a central task. Currently there is no curriculum or training program for CEFS in this field. There are community development courses, but education and learning are a by-product in them and there are concepts of outreach learning and embedded learning. Our approach is to train CEFs in the field of intersection (gender and cultural diversity) connected with strategies which change the structure of education systems.This project brings together 4 partners from different fields, 1 research organization, 1 education organization with the focusing diversity, 1 education organization for women and 1 women’s organization from 4 countries, Austria, Bulgaria, France, Portugal. All have practice in intersection and education.The fact that the partners involved come from different sectors and countries gives added value to this project, as they offer their own expertise, views and experiences and will be able to create a product that is relevant not only to each country specifically but to a wider European context.The methods that will be used in this project are diverse and aim to increase the quality and its outcomes, as well as to wider and successful dissemination of the project’s results. Such methods include extensive research, needs analysis, development and assessment of a curriculum for CEFs, non-formal face to face and virtual learning tools and methods, a transfer model, monitoring, evaluation and disseminations strategies.The Project will have 5 intellectual outputs:IO1 Study about the intersection of gender and cultural diversity (national and EU level) & recommendationsIO2 Development of a curriculum for Community Education Facilitators on gender from an intersectional and intercultural perspective.IO3 Toolkit for face to face training of Community Education Facilitators in the area of intersection of gender and cultural diversityIO4 Portal of online training for Community Education Facilitators in the field of intersection of gender and diversity - Equal SpaceIO5 Transfer model of the concept of ""Equal Space"""