"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."

Political and financial instability, the rise of nationalism, war and terrorism have led large numbers of people to flee their countries and make their way to neighbouring countries and beyond. Fear and resentment fuelled by political rhetoric on asylum seekers and refugees is leading to minorities being targeted. This critical global situation calls for urgent action: to challenge populist narratives that make asylum seekers and refugees a danger to society and work toward diverse, inclusive societies. Aims-Raise awareness of the situation of refugees in Europe, Africa and Latin America-Counter discriminatory and racist attitudes among young people and in local communities-Foster inclusion, solidarity, and more respectful and welcoming communities Objectives-Build capacity of partners through training and tools to tackle racism and nationalism and strengthen trainer competences in anti-racism education-Share best practice on counter arguments to populist discourses and hate speech-Focus on networking and establishing cross-sectoral partnerships for the campaigns -Create awareness through trainings and campaigns of the impact of racism on the situation of asylum seekers and refugees -Empower young people to improve their level of competences and their ability to participate actively in society -Develop an Anti-racism Toolkit for International VolunteeringActivities1. Taskforce Meeting, 7 participants2. Youth Work Can Unite: International Anti-Racism Training, 23 participants3. 8-month volunteering activities, 12 young people4. Local anti-racism trainings for volunteers and host organisations in 12 countries: Austria, Iceland, Poland, Slovakia, Italy, Poland, Brazil, Colombia, Honduras, Kenya, Nigeria and South Africa5. Campaigns addressing racism and supporting refugees in 12 countries6. Final Evaluation Meeting, 6 participantsTangible resultsa) Capacity building of youth NGOs to address racism, hate speech and support asylum seekers and refugees b) Professionalisation of youth workers in anti-racism education in 12 countries c) Greater understanding of the situation of refugees and asylum seekers on 3 continentsd) Anti-Racism Toolkit for youth, volunteers and youth NGOs to multiply learninge) Strengthened international youth cooperation, new cross-sectoral partnerships and with NGOs addressing racism and supporting refugeesImpact on youth, volunteers, civil society, partners and local communities a) Youth workers and trainers competent in anti-racism educationb) Enhanced level of competences and holistic development of youth and volunteers through anti-racism training, campaigning, hands-on experience, improving employability and ability to actively participate in society, particularly relevant for youth with fewer opportunitiesc) Cultural exchange at local and international levels will foster inclusion, solidarity and positive change for partners and communities, particularly refugee and immigrant populations

The readiness of volunteers in all countries to help in the so called refugee crisis in 2015 was a strong impulse, which has to be valued as a resource. Especially because we believe that the involvement of volunteers has a positive influence on the process of integration in general. Nevertheless, language learning is a field of action which belongs in the hand of professional trainers and were untrained volunteers should not be left alone.This project has developed tools and guidelines to support teachers, volunteers and organisation concerning the involvement of volunteers in language learning for refugees. The three toolkits emerged in this project address the three target groups (teachers, volunteers and organisations) and take regard to their specific needs and concerns.This project shows innovative ways how volunteers can be involved in language learning for refugees. The field of action includes both volunteering inside of the classroom side by side with teachers as well as volunteering in extra-curricular activities.In order to encourage language teachers to collaborate with volunteers, we have developed a TOOLKIT FOR TEACHERS. This toolkit addresses the doubt of many teacher concerning the role of the volunteers in a classroom setting. The toolkit offers a lot of hands-on material how to involve the volunteer in the classroom.A second TOOLKIT addresses VOLUNTEERS. This toolkit displays a variety of possibilities to support language learners without acting as a teacher. It is mend as inspiration for volunteers, encourages them to team up with existing structures and organisations, but it also offers tips and advices for those who would like to set up small initiatives and projects on their own.Both toolkits were tested in local projects and evaluated by external experts.With this experience we finally developed a third TOOLKIT. This third toolkit addresses ORGANISATIONS which would like to set up projects to implement volunteering in language learning for refugees. This toolkit takes into account what organisations should consider before starting working with volunteer. Another focus is on recruitment, induction and volunteer coordination. Furthermore, we showcase a number of interesting projects, as a source of inspiration how to start. This project has shown that Teachers, Refugees and Volunteers benefit on a long term from such close cooperation:TEACHER gain extra support inside and outside of the classroom. With a counterpart on their side, a more individual teaching is possible. The volunteers can overtake some activities within and outside of the classroom to further improve the learning success of the participants. The experience of this project will be adaptable also for other language classes.REFUGEES benefit from a more intensive way of language learning and most importantly get in touch with the society they now live in. Many times, newly arrived find it especially hard to practice outside of the classroom because they have no contact to native speakers (except for the teacher). Also, non-natives that already dominate the language on a high level can become valuable guides who have even more empathy for their situation.VOLUNTEERS are people who give their time and energy to help others. In supporting language learning of refugees, their contribution is visible and success is tangible. This is important for them personally, but through multiplication of this effect, it also affects the way society receives refugees on a long term.This Strategic Partnership gave five European organisations of very different size from UK, Denmark, Germany, Belgium and Austria the chance to learn together over the period of two years. All organisation had high expertise in language learning. Four out of five organisations already brought along a broad experience in the field of involving volunteers in language learning. The learning process does no stop while this Strategic partnership expires. Quite opposite, this partnership has given all partners new inputs and the chance to share learnings with a wider audience. All partners continue to work on further learning and training material. The only partner which didn’t bring along experience with volunteers to start with, managed to build up ongoing volunteer projects with more than 40 active volunteers and a volunteer coordination in the period of this partnership.

"The DiverCity project focuses on the development of methodologies, the implementation and design of artistic pedagogies as innovative sources of learning in diversity and social inclusion, as well as the development of tools to support the use of art in museums and in the cities in order to address diversity as the main characteristic of our societies. The project aims to adapt museums and cities to the reception and the commitment of new audiences, in particular, adults in a disadvantaged situation, and in general, non-habitual or invisible/invisibilized audiences of museums. It also seeks to value cultural diversity as a common European resource, focusing on artistic mediation as a method of re-appropriation of the city, the district, as well as the approach and visibility of invisible slums and audiences. Our main target audience is young adults in a disadvantaged situation.From these premises, the consortium is integrated with the following entities: Complutense University of Madrid (UCM), Elán Interculturel (Paris), Artemiszio Foundation (Budapest), Ethnographic Museum (Budapest), Stand 129, Caritas Of Helsinky (Helsinky), REDE (Lisbon).Firstly, a set of good practices (IO1) were documented, which included those that had been developed mainly in the European field, that can be used as case studies to address the second phase of the project, Foundation Bricks. Over one hundred good practices were collected in different areas of action and always focused on invisible groups or at risk of exclusion, and through participatory art practices.From the reflection on these practices, a documentary compilation and a commented thesaurus (IO2) was made to bring information on inclusive art, diversity, gender, participatory art and evaluation of the arts at the service of society useful for consultation and planning. From this point, and very closed to the experts involved in the aforementioned good practices, a grounded methodologies for diversity in museums and cities through art was developed, using qualitative tools, such as in-depth interviews with experts and ""focus group"".As a consequence, the theoretical bases were developed to give support to pilot workshops in the different places of the partners. The pilot workshops, which consisted of a minimum of 30 hours long, were carried out in relation to museum diversity and addressed cross-cutting issues such as gender, trans-generational relationship or migration, as factors that could exacerbate the vulnerability of groups. On the basis of these practical experiences, a report was produced in which experiences were collected and, as a result, useful methodologies were proposed able to replicate them in museums (IO3).After that, guidelines were established to address the work of diversity in the city (I04, I05, I06). Similarly to IO3, each group held workshops of at least 30 hours long where the idea of the city was worked as a living organism, proposing strategies to re-inhabit and appropriate the city, and in the same way, transversal aspects (intergenerational relationship, gender, migration) were introduced as variables that may increase the isolation of vulnerable groups. As a result, three documents were made showing effective methodologies that can be applied, as well as paths to broad them and possible limitations that can be found.In order to have an educational correlation, derived from the aforementioned IO4, IO5 and IO6, the IO7 and IO8 products were made to offer a curriculum for a possible training program, so that, beyond the methodologies, there could be an effective transferability of contents.All these products have been accompanied by different events related to the dissemination of the products and their discussion with participants and experts in the different cities involved (Paris, Budapest, Vienna, Helsinky, Lisbon and Madrid) as well as a final multiplier event of the project in the form of an International Conference in Madrid, which was replicated in Spanish language in different educational settings of the Madrid community reaching different audiences.The project has brought together not only a large part of existing practices in art, inclusion, diversity in museums and in the cities, but has also brought together the voices of experts who have helped to refine the terms diversity and inclusion through art. Through all the practices carried out, useful methodologies have been obtained to make museums a living agent of inclusion and a space to fight against stigma. Also it has helped to conceive cities in a more inclusive way re-conceptualizing the idea of ""itinerary"". The project has had great repercussion in cultural, social and educational settings."

The aim of CONCRIT is to work towards a socially cohesive Europe, which requires self-confident, fully informed and educated citizens. In Europe many small solutions exist isolated - or are created over and over again- without being connected. CONCRIT aspires to connect those needs.In the initial assessment, the partners identified needs, which can be answered by a general learning path that should address challenges as lacking insight of how participation works, the general disenchantment of marginalised communities from politics and digital exclusion. The educators seek learner driven tools, way to build a community and to de-construct discriminatory stereotypes. The learners need digital learning tools/ methods which engage and work with different communities and developing storytelling and group narratives as a method for civic education.The partners are:Comparative Research Network, Germany (coordinator);Berliner Senatsverwaltung für Bildung, Jugend und Familie, Germany;Miejski Osrodek Pomocy Spolecznej w Gdyni, Poland;Cartias der Erzdiozese Wien, Austria;Peoples‘ Voice Media, UKLaboratorio per le Politiche Sociali, Italy. TThe direct target groups of CONCRIT are adult educators, volunteers and community worker focused on civic education. The indirect are learners, members of the marginalised communities and on a deeper level all European citizen.Community Narration utilizes personal stories and community narratives as an entry into the evaluation process. The process attempts to reduce hierarchies between the “consultant” (e.g. facilitators, educators, social workers) and the community involved. The community narratives consist out of personal stories, however stories and narratives are intimately tied with one another. Each community has a unique set of narratives that are a source of growth, and a way for a community to creatively find its narratives. Telling stories is an enjoyable and enriching experience and community members feel like becoming understood from the outside. Understanding personal and community narratives helps all stakeholders to better understand the community. This community narration could be easily used to teach and understand critical thinking.The project will be combined out of 5 phases and will produce 3 intellectual outputs. The input phase is a desktop-research on smart practices in teaching digital narration principles and media literacy. The results will be presented at Transnational Meetings and facilitators will be invited to test them in a peer-review lab.During the Creation phase, the intellectual output will be created. The collected practices, methods and experiences are reviewed and used to co-design two learning paths.During the adaption phase the partners will work with the general learning path and create the locally working adaptions. At the end of the phase all paths (1 general and 6 local) will be ready to be tested.In the Testing and reflection phase 2 impact trainings will be organised, where the developed paths will be applied to local stakeholder. In the sharing phase, the paths will be presented to the public in multiplier events. The reviewed smart practices will be published in a digital repository and in a series of multiplier events. CONCRIT will create:1.A training plan (learning path) on how to include digital storytelling and media literacy in broadly general civic education, which is flexible for various target groups and communities, which their specific challenges and perspectives2.A training plan (learning path) on how to adapt the previous path to the different situation. The path will contain 6 sample plans developed and tailored for the needs of the 6 partners plus instructions on how the paths might be altered and adapted.3.A Digital repository/Map which will collect methods and tools of teaching digital literacy – available for any interested citizen in Europe.Next to these we plan to deliver the following results:1. Development of a sustainable strategic partnership for ongoing collaboration and sharing of smart practices2. A website to support community narrators, organisations and facilitators.3. A report on civic education methods to involve disadvantaged communities through media literacyWe expect that adult facilitators will gain a new tool to train and teach and empower the communities. The general learning path will provide easy hands-on tools, providing innovative methods, which will motivate the learners to stay involved and feel empowered. In the adapted learning paths, the learners will learn how to get involved, strengthen their awareness on social and political processes and make them aware of their rights as citizens. Teaching approaches as critical thinking or the construction and de-construction of narratives strengthen the self-confidence of the learners. They will have a stronger personality and a strengthen sense for local, helping to fight back radicalization and exclusion.