Guidebook
SEEDS OF PARTICIPATION Urban Gardening for Inclusive Growth and Social Inclusion Training Course, Action 4.3 15-20 November 2012 - San Giorgio a Cremano (NA)
"This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
INDEX Introduction
pp. 3
Timetable of training activities
pp. 5
Summary of non-formal education workshops: tips and tools Getting to know each other
pp. 7
Welcome!
pp. 8
Sustainability and Inclusion
pp. 13
Conflict Management
pp. 17
Urban Gardening: ideas and techniques Urban Gardens: best practice in Campania region
pp. 19
Urban Gardening. Project design
pp. 20
Make your urban garden in a fruit box!
pp. 21
2
INTRODUCTION The training course SEEDS OF PARTICIPATION: Urban Gardening for Inclusive Growth and Social Inclusion, financed by European Union through the Youth in Action Programme (Action 4.3) aimed at promoting young people's commitment towards a more inclusive growth. Under this perspective the urban gardens are a powerful tool to stimulate the youth participation, the youth awareness toward the global environmental challenges, the climate change and the active development of "green" skills and behaviours to requalify peripheric and degraded areas. The "green skills" and in particular the urban gardening become an operative tool to promote and enhance the social inclusion of youth with fewer opportunities, coming from the outskirts and suburbs of big European cities. The urban garden and the cultural values it bears represent on one hand a way to involve the youngsters in voluntary activities aimed at vitalising suburbs affected by an uncontrolled urbanization, and on the other permit the specialization of these youngsters and facilitates their job insertion. The project was set in a Naples suburb called San Giorgio a Cremano which presents some of the typical problems of other European suburbs such as the high level of unemployment, the school abandon, the criminality and the difficulties faced by the public institution to respond adequately to the local needs. The project aimed at developing new social inclusion routes able to involve youngsters coming from suburbs, at higher risk of social exclusion and marginalization, at involving them in concrete, deep-rooted actions based on voluntarism and active citizenship and at giving them new tools and knowledge, based on urban gardens and voluntarism, to struggle against the unemployment. During the training an interactive methodology, based on the principles of non formal education, was proposed (techniques like ice breakers, team building activities, energisers, role play games, were used). The active involvement of participants and peer-to-peer approach, the permanent sharing and the mutual exchange of experiences and knowledge assured the success of the activities. The training course Seeds of Participation involved 8 organizations from 7 European countries, or rather 21 international participants. More than 20 students from local high school ITC "R.Scotellaro" actively took part in the final event of the course when both green skills and social inclusion tools were implemented in practice. 3
PARTNERS OF THE PROJECT:
YAP (Youth Action for Peace) Italia
Italy
Útilapu Nemzetközi Építőtábor Hálózat
Hungary
VJF (Vereinigung Junger Freiwilliger e.V.)
Germany
UNIVERSITUR Association
Romania
Conservation Volunteers Greece (CVG) - Elix
Greece
SJ (Solidarites Jeunesses)
France
COCAT - Coordinadora d'Organitzadors de Camps de Treball Internacionals de Catalunya Centro Informagiovani di San Giorgio a Cremano
4
Spain Italy
TIMETABLE OF TRAINING ACTIVITIES DAY
DATE 14/11/2012
MORNING 09:00 - 13:00 Arrival of participants
AFTERNOON 15:00 - 19:00 Arrival of participants
1
15/11/2012
ICE BREAKERS + NAME GAMES
URBAN GARDENING AS A TOOL FOR SOCIAL INCLUSION Workshop “Into the nature: the sensorial pathway”: (group building)
EXPECTATIONS, FEARS AND CONTRIBUTIONS Workshop “The Laundry” (“Through the pictures”)
2
16/11/2012
PRESENTATION OF THE AGENDA AND THE HOSTING PLACE URBAN GARDENING AS A TOOL FOR SOCIAL INCLUSION Workshop “Recycling for urban gardening” MEETING WITH RE MIDA ASSOCIATION ReMida is active in the social inclusion field through environment and activities on recycling.
3
17/11/2012
4
18/11/2012
5
19/11/2012
6
20/11/2012
EVENING 20:00 - 23:00 Welcome dinner and presentation of participants and partners of the project DAILY EVALUATION Reflection Groups
SHARING PROJECTS AND GOOD PRACTICES “Project Fair” THROUGH THE SOCIAL INCLUSION Workshop “Living conflicts”
INTERCULTURAL EVENING Presentation of the countries through the typical food, dances and songs
Workshop “One step forward” Interactive presentation “Social inclusion, practically in our countries”
DAILY EVALUATION Reflection Groups THROUGH THE SOCIAL INCLUSION URBAN GARDENING AS A TOOL FOR SOCIAL INCLUSION “Youth in Action: how to intervene”: presentation of the Workshop “The Survival of Countries” programme and its importance for social inclusion of the youth. Reflection on new proposals for YiA Workshop “Let’s do it!” STUDY VISIT TO LEGAMBIENTE CAMPANIA IN PONTE STUDY VISIT TO LEGAMBIENTE CAMPANIA IN PONTE CAGNANO CAGNANO (SA) “Mapping urban resistances”
THROUGH THE SOCIAL INCLUSION Workshop on peer education “Pass your knowledge”
MID-TERM EVALUATION URBAN GARDENING AS A TOOL FOR SOCIAL INCLUSION “Urban gardens in practice!”
Workshop “Green skills”
Meeting with local students and preparation of the final event
FINAL EVENT: “Make your urban garden in a fruit box!”
“Pass your knowledge”: creation of toolkits and materials on urban gardening and social inclusion for youth workers
Departure of participants
“Open Space Technology”: proposals for following-up activities Departure of participants
DAILY EVALUATION Reflection Groups
“San Giorgio by night”: dinner in the restaurant of San Giorgio a Cremano
Preparation of the final event DAILY EVALUATION Reflection Groups FINAL EVALUATION FAREWELL PARTY
21/11/2012
5
The programme of the training was planned in order to encourage the participants to try-out both non formal workshops and gardening activities: in the morning the group was working on social inclusion, conflict management and sustainability and the afternoon was dedicated to practical sessions on urban gardens creation. The idea was to prepare the participants to the final event of the training course: together with local youngsters they have had to create a model of urban garden in fruit boxes.
6
Summary of non-formal education workshops: tips and tools Here the participants collected some suggestions for activities that could be worked out during a training on sustainability, urban gardening and social inclusion.
Getting to know each other Ice Breakers and Name Games Title: Name ball Tool type Ice breaker/Name game Tool topic/s Getting to know each other; Creation of the group Aim To remember the names and to make participants interact Material needed One ball Duration 5 minutes Description Trainer invites participants to stand in a circle. In the first part of the game, each participant has to throw the ball to another participant saying his/her name. In the second part, each participant has to throw the ball to another participant saying the name of the person who is receiving the ball.
Title: Alphabetic order Tool type Ice breaker/Name game Tool topic/s Nonverbal communication Aim To make the group practice with the names; to demonstrate that it does exist several, different types of communication and that there are also several ways to interact through nonverbal communication Material needed Adhesive tape Duration 20 minutes Description Trainer explains that a competition is starting and divides the participants in 2 groups. Each group will represent a team. Two long adhesive tape lines are stuck on the floor and participants are asked to create a line and to touch the line with their feet. The game has to be played in silent. Participants have to find “alternative ways� to communicate and when they have to move from their position, they cannot leave the strip with their feet. The first task is to create the alphabetic order of the team from A to Z. The group who is finishing first has to raise the arms. The second task is to create the age order of the team from the youngest to the oldest. The group who is finishing first has to raise the arms. 7
Welcome! Welcome Ceremony - Sensory Pathway Tool type Ice breaking and team building + first step in the social inclusion and sustainability Tool topic/s Getting to know each other Aim To break the ice, to create the proper atmosphere for the training, to introduce pax. to the training and to the training topics Material needed 30 fruit boxes; 30 Notebooks; 30 pens; markers; 21 strips of fabric (black); tempera colours; brushes; flipcharts; plastic (to cover the floor); relaxing music. Duration 60 minutes Description Setting: the plenary room, the plastic to cover the floor and the flipcharts on the plastic. 21 position, 1 fruit box, one note book and one pen in front of each + colours and brushes in the middle. Before entering trainers explain that participants have to bear in mind the definition (no longer than one sentence or even a key-word) of what does it means for them “social inclusion” and “sustainability”. Then people get to be blinded with strips of fabric and are welcomed in the room. NOTE: in this phase, while they are entering, it would be nice to create a sensory pathway (something they can smell, touch, hear like plants and sounds of nature). Once they entered the room, they are accompanied by each trainer in front of their position. The strips fabric will be taken off and they will be asked to take their time, to reflect about their definition and to write the sentence on the fruit box + their name. Then trainers will make them painting their handprint on the fruit box and will explain that they should bring it with them for the whole duration of the training, like also the notebook and the pen.
Expectations, Fears and Contributions Title: The Laundry Tool type Work in group about fears, expectations and contributions Tool topic/s Getting to know each other and group creation Aim To share within the group the fears and the expectations toward the Material needed Photos from newspapers, illustrations etc., a rope, clothespins Duration 60 minutes Description The group is divided in sub-groups (5 participants each). They enter in a room with the photos put on the rope like in a laundry. The task is to discuss and share among the group their fears, expectations and contributions (15 minutes) and to choose a photo for each concept to represent it visually. Then each group has to present the photos in plenary and to explain the reasons of this choice.
8
Team building Title: The web (Spider) Tool type: Team building game Tool topic/s Team building and an ice breaker Aim Everyone must pass from the web without disturbing it Material needed String Duration 1 hour Description Trainer creates a web with as many holes (+1-2) as there are participants, big enough for a person to come through without touching the “web” but also of different sizes. The goal is for the whole group to pass the web without anyone touching it. The 2 basic rules are: 1) - You can’t touch the web ( if one does all the group starts over) 2) - You can’t use the same hole two times For extra flavour (depending on time) we can introduce some basic roleplaying elements. Ex. “you belong to a tribe in a jungle forest, there is a fire threatening your village and you have to evacuate. The only way out is blocked by a giant web. If you touch the web you will alert the spiders .. etc.
Presentation of the Agenda Tool type Frontal presentation Tool topic/s Weekly agenda presentation Aim To share within the group the weekly agenda and to explain that some activities scheduled may be modified during the process according to their needs and suggestions. For this reason they have to take it as a “draft”. The same level of flexibility will be asked both to the pool and the group. Material needed Flipchart with the weekly agenda Duration 10 minutes Description Frontal presentation of the agenda + questions
9
What is for me Sustainability? Title: Give me a definition! – with the snowball Tool type: Work in groups and presentation in plenary Tool topic/s Sustainability Aim To make participants work in group; to make them present what sustainability is for them; to find common definitions Material needed Pens and papers Duration 50 minutes Description Each participant receive a post it and a pen. Each one has 3 minutes to write on the post it what “sustainability” is. Then are created groups of 2 participants each, they have to present their 2 definitions and discuss them, finding common aspects and they have to create a new, single, definition. They have at disposal 5 mins. Then are created groups of 4 participants each (a groups of 2 is mixed with another group of 2), they have to present their 2 definition and discuss them, finding common aspects and they have to create a new, single, definition. They have at disposal 8 mins. Then are created 3 groups: they have to present their 2 definition and discuss them, finding common aspects and they have to create a new, single, definition. They have at disposal 12 mins. In plenary the three groups present their definitions and are discussed the points in common and the differences. K-questions for the debriefing: How the process was? How the cooperation within the group was? – Did everybody participate? It’s was hard to find common definitions? Did you change your opinion about sustainability? Did you agree with new definitions? NOTE: the aim of the activity is not to find one, final and shared definition, but to show that there can be different definitions and ways to mean and define “sustainability”. *** Labels, words and definitions
Mapping the planet resources and their use Title: Countries Survivor Tool type Competition/Reflection/Cooperation Activity about sustainability, international relations Tool topic/s Sustainability, international relations, ... Aim To understand sustainability as the product of a complex system that starts with personal and collective attitudes and which includes economic relations, international relations, (and specifically north/south) environment, history, etc. Material needed Chairs (one for each participant), sticks (around 10 per participant); markers, flipchart 10
Duration Around 1 hour Description The activity is played in 3 phases, and each phase has several rounds (for example 4 or 5). There is a flipchart prepared, with a table, where the facilitator will write the results of each round, and each phase. Participants sit on chairs, kind of in a circle, but looking outside the circle (not within). They are told the instructions: “Each of you is a country (tell me the country you are). Your responsibility is to survive. You will close your eyes and we will throw these sticks to the floor, and when I say “now!” you (can open your eyes and) will have to go as fast as possible and take the sticks you need to survive; when I say “stop!” you won't be allowed to take any more sticks. You need 4 sticks to survive. If you don't get the 4 sticks, your country will die and you won't be able to participate until the next phase”. When the participant's tell the country each represent, the facilitator writes it on the table of the flipchart. They can take more than 4 sticks if they want. We don't encourage nor discourage them to do so ... we don't want to give more instructions than the given ones. Despite this, the facilitator will adopt the tone of a contest, to stimulate their attitude. Once instructions are told and sticks (around 15 per participant) are thrown on the floor (sticks are thrown unequally around the participants), participants get them, and we say “stop!”, it will be time to count the results. One facilitator will write the results; those participants who have less than 4 are eliminated, and the facilitator tells it with big grief. Those who take 4 are correct. And those with more than 4 are received with surprise and admiration (“wow! They took that many!! -we never say that it is good or bad-). PHASE 1 Game is played as explained. Once we counted the results, we take all the sticks, and they are retired (they only know it after it happens in the first round). The new round is with only the sticks still on the floor. At the end of the established number of rounds for the phase, we count how many countries survived, how many died. After that, we start the next phase, again with all participants. PHASE 2 After the 1st round, we explain them that those who took more than 4, now they have advantage: we will say a first “now!”, when only them will go for the resources; and a second “now!” when the ones who only survived with 4 will be able to go as well for the resources. At the end of the established number of rounds for the phase, we count how many countries survived, how many died. After that, we start the next phase, again with all participants. PHASE 3 The same as PHASE 2, but after each round, we will throw again to the floor the half of the sticks the participants took. At the end of the established number of rounds for the phase, we count how many countries survived, how many died.
11
ANALYSIS How were the results on each phase? (how many countries survived until the end? How many survived at least 2 phases? Any phase with all surviving?) -participants shall note that the “death” of one country is already a failure...and most of them die... Do you think each phase has a correspondence with historic phases? (which ones? It is supposed to be pre-industrial societies -they just used the resources; industrialised societies -those with benefits can invest to create technology and have advantage; post-industrial societies What is it that motivated the death of the countries? More than the scarcity of resources, it will be the use of them, the attitude towards them (excessive consumption, competition against others, …) and the other countries, that motivated the death. Did anybody try to change behaviour? What happened then? Were there at any moment dynamics of cooperation? Which alternatives could have arisen? (collaboration-solidarity; sustainable consumption; de-growth; education for sustainability -telling the others that this way is going to kill them all...) When do we change our behaviour? (After experiencing that things are going wrong, we ACTIVATE OUR CRITICAL THINKING). Is it enough to recycle to survive?? What else can be done??
Sharing projects and good practices Title: Project Fair Tool type Interactive work in groups Tool topic/s Social inclusion through sustainability Aim To collect infos on the project/s implemented by the sending organizations on social inclusion through environmental activities and to share the good practices adopted in the different countries to promote sustainability and the respect of the planet resources Material needed Paper, pens, post it, flipcharts, markers and colours Duration 60 minutes Description Participants, divided in national groups, have to organize the presentation (possibly in an interactive, funny and stimulating way). Then each group find a position in the room and the fair starts. NOTE: since participants will move randomly in the room, assisting to the different presentations, it would be helpful is at least one person will stay close to the presentation of his/her sending association to explain it and share the information with those, who will join it.
12
Sustainability and Inclusion Study Visit to RE MIDA (Naples) RE MIDA association is active in the social inclusion field through environment and activities on recycling that offers experimental workshops to children in kindergarten, elementary and middle schools and youth centres. The association’s objectives are to re-use worthless items (in terms of economic productivity) in educational and training activities with youth. The courses encourage recycling and reusing to stimulate the sensitivity, creativity, understanding of sustainable living in everyday life. The reuse of wasted objects becomes a useful tool to creative processes and education. During the study visit to ReMida the participants of the TC got to know the local reality and the activities of the association and also could take part in some recycling labs. It helped them to reflect on the importance of concept “Reduce – Reuse - Recycle” and on sustainability in quotidian life.
13
Social Inclusion vs Social Exclusion Title: My life on the line – One step forward Tool type Simulation Game Tool topic/s Exclusion (Social Inclusion, disability, intercultural learning, anti-racism and active citizenship) Aim Try to make pax. “concretely” experiment the feeling of people with fewer opportunities ("to be an accessing": “to wear the shoes of someone else”) and to feel what they feel. This is a key, starting point in the reflection on inclusion, since sometimes we risk to intervene according to what we suppose is correct to do, but without really feel concretely what people with fewer opportunities can feel; to start the reflect on the inequalities that can exist within society Material needed Adhesive tape, a copy of the questions, a copy of the roles already cut up and space. Duration 60 mins. Description Setting: creation of the proper setting, low light and soft music. Trainer explain to the pax. they have to walk in the workshop room (like in a lifeboat) and then sit on the floor. Then trainers hand out a role to each pax., each person has to carefully read the character's description and try to think and act as the person described. In the room it has to drown a line (horizontal) and pax. are invited to stand on the line. One of the trainer explain that the people should take two steps forward for each situation that they feel their card could do easily, one if it is possible, and to stay still if it impossible. NOTE: it can be played also with one step forward for each situation that they feel their card could do easily and to stay freeze in the position if it impossible. Then the trainer read out the following situations on the sheet: Do you have local friend? Do you feel that people listen to you? Can you use public transport? Do you feel safe going home alone at night? Do you feel comfortable kissing your partner in public? Do you feel welcome at your local youth club? You go into a club full of white men: do you stay? Do you feel comfortable drinking in a pub on your own? If you are competing with people of a similar standard for the same job, do you feel you have an equal chance of getting it? Do you see yourself represented on TV? Can you easily adopt a child? Do you think you receive fair treatment from the police? Do you feel comfortable moving into a shared house? Would you get a job as a nanny easily? 14
Can you play football easily? Can you swim? Could your mother take decision within your family? Can you invite a person of your age to go out? Can you share your house with a person of different religions? Then ask pax. to stay frozen in their position and to have a look of their own position and of the one of the others. Ask, one by one, the character they were representing.
Debriefing and K-questions: How did you feel? It was easy to represent your character? Why did you act in this way? Do you think to be excluded from society, in some way? Why and how did you feel? ROLE CARDS A white men from Holland, who is 23ears old A Brazilian transsexual, who is 31 years old A cleaning woman from Philippine, 27 years old with 5 kids A white woman, from USA, who is 35 years old A Polish young mother with no husband, who is 26 years old A German homosexual, who is 24 years old A Senegalese man, arrived on the country, since four weeks An illegal migrant from Afghanistan with no documents A politic refugee from Libya with no residence permit An Albanian carpenter who is doing concealed labour An old men from Denmark, with no family, hosted in a nursing home An Estonian young women who is doing irregular and not well paid job A street children with no family A deft person A youth in wheel chair An adolescent with deambulation problems A business man, 27 years old from USA working in Wall Street A Russian secretary who is looking for a job An old women from Togo 15
A young girl, who is 15 years old, from Arab Emirates An adolescent from a European suburbs An adolescent from an African slum A rich business man from Argentina, who is 35 years old A divorced women from Turkey An unemployed man, with 5 kids, from Cameron A Portuguese top model, who is 25 years old. A young writer who is spending a month in jail because police catch him during a night where he was doing graffiti A German writer A Spanish street artist A youngster forced to abandon the secondary school to maintain his brothers and sisters A young girl, politic refugee from Afghanistan, discriminated at school from the other pupils A young, fat shine boy, victim of bulling in school Catholic priest 16 years old hip-hop drug addict from Berlin Jamaican musician Taxi driver from Lebanon without the job 65 years old university professor from Bologna 35 years old doctor in the hospital in Rome, hiv positive Human rights activist, 29 years old Conservative Politician from EU parliament A Green Peace activist arrested after his last “action of the filed� A social worker active in an environmental Ngo in Amazzonia The boss of a big petrochemical company in USA An old fisherman forced to abandon his work because of the high level of pollution in the see where he was fishing A Polish worker, living in France, who is working in a nuclear power plant Organic food farmer from France, 50 years old
16
Conflict Management Conflict and Conflict Management Title: Acting conflicts Tool type Interactive role play game with theatre Tool topic/s Non-violent management of conflicts Aim To make participants analysing conflicts from different perspectives and to reflect on the different, possible solutions, that might be proposed to manage them in a non-violent and creative way Material needed Case studies Duration 120 mins. Description Each group, one by one, will make the representation on the stage. After the representation each group remains on the stage and the following k-questions are asked: What did they represent? (to the audience) What did you represent? (to the actors) How did you feel? (to the actors) Do you think the situation you represented may happen in the real life? (to all) Which solution can be found? (to the audience) Which solution/s you found out? (to the actors) CASE STUDY 1 - BULLYING Characters: 2 bullies (locals), 1 good student, 2 or 3 observers Setting: school, cité of Paris, France Story: you are at school during the break, the young person (good student) comes from a family with economic difficulties. He decide to remain in the classroom to prepare the exercises for the next lesson. In the meantime two bullies (locals) come in and ask the young person to give them his homework because they did not prepare it. They say that he has to do it because is a “second class boy” and that is the only way to be accepted …. The young person (good student) refuse and they start to bother and insult him/her. In the beginning the injures are verbal, but then they start to be physical. Suddenly to people (observers) step in and see what's going on, but they don't do anything. CASE STUDY 2 – YOUTH WORKERS, LOCALS AND MIGRANTS Characters: 1 youth workers, 2 local adolescents, 3 youngsters coming from migrant families (coming from different countries) Setting: local association, suburb of Rome, Italy Story: the building of the local association is attended by several adolescents – the ones coming from migrant families, born in Italy com from different countries and are almost the 70%. In the last months are growing several feuds between the immigrants and the locals that accuse the first to be the “invaders” of the association. On day the situation is getting harder and 2 locals start to argue and complain with 3 youth coming from migrant families saying that they are not Italians and that for this reason they should not to take part in the activities. The 2 guys (one from Egypt and one from Bangladesh) explain animatedly they are Italians but are also complaining among themselves because of their countries of origin. The situation is going to explode and the youth workers is not able to control it …. CASE STUDY 3 – INTERGENERATIONAL ABOUT THE USE OF PUBLIC SPACE Characters: 1 representative of the local association, 3 youngsters and 2 seniors
17
Setting: the main square in a peripheric neighbourhood, Rome, Italy Story: the main square in a peripheric neighbourhood in Rome has been since a long time the meeting place for the local elderly. They use to stay there to chat, to play cards and bowls. In the last months also the local youth started to frequent this place. In the beginning the elderly seem to be happy, but quickly they start to get bored and annoyed by the youth shouts and the music they play. In fact some of the local youth use the square to make their jam competitions and use to play loud hip hop music. The representative of the local association, who really believe on the importance of realizing cross-ageing activities, tried several times to realize concrete activities where the two groups can interact, but without any success. Also the local youth feel annoyed by elderly because they feel they don’t have enough space to dance and to interact and would like to take the space used by elderly …. One day the tension raise when the elderly see that some of the benches they use, were destroyed during the night. They accuse the youth of vandalism while the youth accuse them to have ruined them to avoid they can sit and use. The two groups start to complain and shout, the representative of the local association try to moderate but the situation escape from his control … CASE STUDY 4 – INTERGENERATIONAL, INTER-GROUP CONFLICT Orizzontale – Piazza perestrello – Rome Zone : Pigneto / Torpignattara – A very populous area in east of Rome. Actors: Youth informal group interested in participative process, neighbours organization, citizens Piazza Perestrello is one of the biggest square in a multicultural Rome neighbourhood. For many years the square was closed for repairs, because the renovation works has never started. One day, a youth informal group in cooperation with some local organizations and citizens reopened the square and started to renovate it with a participative approach, building all together the urban furniture. It was a very successful action. After some weeks of work the square began to be the place where children, parents and elderly people met to speak, play and etc. But one day a group of neighbours who live next to the square, destroyed all the street furniture because they were annoyed with the noises of the youngsters that use the square during the night. CASE STUDY 5 – USE OF RESOURCES CONFLICT Fermenti di Terra – Pigneto - Rome Zone: Pigneto – One of the most active “alternative” cultural zone in Rome Actors: Small organization interested in a community garden, an organization called Cani Sciolti, working for the dogs rights (they want the dogs to be free of leash), citizens. In the last years, Piazza Nucciatelli has had an interesting process of reactivation of social relation. Thanks to the reforms, the really active work of the local organization and the neighbours, the square has become one of the most known meeting place especially for people living there. One of the first aims of the organization managing the square is to protect the animal rights, in particular the right of the dogs to run free of leash. Since October 2011, a youth group supported by the dogs' owners organization ( Cani Sciolti) has created a community garden. In the short time, the garden has become a very participative place where all the neighbours got involved with its care. After a few months, the youth organization wanted more space for gardening but the dogs' association did not accept the demand. Moreover, the dogs often ran through the garden destroying the crops. This fact lead to the conflict explosion between the organizations. CASE STUDY 6 – CONFLICT ABOUT THE USE OF RESOURCES Orti comunitari Garbatella – Rome Zone: Garbatella Actors: Local organizations involved in the community garden, market sellers, citizens The Garbatella Community garden is situated in a space taken from property speculation and is supported by several local organizations. One of the main problems they faced was the water. To water the garden the organization needed to pump it 200 meters away. The pipe went through the local market. Sellers were not so happy with this garden and every day they broke the pipe.
18
Urban Gardening: ideas and techniques Urban Gardens: best practice in Campania region Study visit to Legambiente Campania (circolo Occhi Verdi, Pontecagnano Faiano, SA)
On the 4th day the group was hosted by the local delegation of Legambiente in Pontecagnano Faiano to see the first urban garden created in Campania region. The participants had the opportunity to discover the history of the urban garden, its practical issues and the educational projects that Legambiente works out on its basis. It was useful to understand how an urban garden could be managed and developed through voluntary work and support of local community. At the lunch time the staff prepared a special meal for the participants from local products and “slow-food�.
19
Urban Gardening. Project design During the afternoons the participants have had the opportunity to familiarize with urban gardening and agricultural skills. There were some theoretic sessions with frontal presentations on urban gardens’ types, methodologies used for their creation, best practices in different cities and communities, educational and social outcomes of different projects. Then some practical workshops were worked out: the participants learned and tried out how to create a drainage and irrigation system, how to mix soil, which kind of vegetables and flowers could be planted in different periods of the year. These activities were tutored by a professional trainer (Davide Pujatti) but at the same time based on peer-to-peer approach: as far as there were some participants experienced in urban gardening it was important to highlight their knowledge and share it with others. How to project an urban garden? The main principle of urban garden design is that it should correspond to: the needs of the community, the location, the resources, the aims and objectives of the project Possible social and educational outcomes of urban gardens: knowledge about sustainable development learning about the ecological literacy and/or environmental education encouraging the respect for public and private property involving youth in community service and environmental care introducing to youth interconnections between nature and economic and social systems
20
Make your urban garden in a fruit box! The last day of the training course was dedicated to the event with local students “Make your urban garden in a fruit box!� The participants were working with more than 20 youngsters of San Giorgio a Cremano on the creation of small gardens in wooden fruit boxes. The youngsters were divided in 4 groups and were followed by 2-3 international participants. Each group had an empty wooden fruit box as a base for urban garden, the soil, some seeds and plants and other materials. At the end of the work they have had to plant their garden and to make the box creative and original by coloring it. The idea of the activity was to implement and practice all the skills that participants have been acquiring during the week: how to work with youth, how to motivate them, how to explain them the activities in non-formal way, how to raise awareness about sustainability, how to work on social inclusion through urban gardening etc.
21
In order to manage this workshop the participants organized few working groups and prepared a plan of work and timetable, dictionary with useful terms and translations from English into Italian, flipcharts with some explications and tips on urban gardening. USEFUL EXPRESSIONS
ESPRESSIONI UTILI
Hello! / Bye!
Ciao!
Thank you
Grazie
You are welcome
Prego
It’s nice to meet you
Piacere di conoscerti
Can I help you?
Ti posso aiutare?
What’s your name?
Come ti chiami?
DICTIONARY OF PLANTS
DIZIONARIO DELLE PIANTE
Garlic
Aglio
Salad (Red)
Insalata (Rossa)
Peas
Pisellli
Chicory
Cicoria
Onion
Cipolla
Chives
Erba Cipollina
Broad-bean
Fava
Fennel
Finocchio
Strawberry
Fragole
Lavander
Lavanda
Minth
Menta
Calendula
Calendula
22
DICTIONARY OF MATERIALS
DIZIONARIO DEI MATERIALI
Mulch
Pacciamatura (copertura)
Box
Cassetta
Soil
Terreno
Plant
Pianta
Flower
Fiore
Clay (Gravel)
Agrilla (espansa)
Water
Acqua
Drainage
Drenaggio
Cotton sheet
Tessuto / tela
Gloves
Guanti
Seed(s)
Semi
Holes
Buchi
Irrigation system
Irrigazione
23
HOSTING AND COORDINATION: YAP -Youth Action for Peace- Italy POOL OF TRAINERS: Stefano Varlese, Sara Mandozzi, Dimitrios Chatzinikolaou, George Ketsiakidis and Davide Pujatti LOGISTIC SUPPORT: Liza Zaytseva and the staff of Centro Informagiovani del Comune di San Giorgio a Creamano PARTICIPANTS: Martha PAPAJEWSKI, Lennard DAHLENBURG, Silvia BARRIOS, Vasileios TSILLAS, Alexandra PAPPA, Lefteris KISKIREAS, Cătălina CRIŞAN, Florin BACI, Tudor PETRUTIU, Zsuzsanna KESZTHELYI, Zsófia TOTH, Tímea PARDI, Rashid Abubakar IDDRSU, Valentina DIMITROVA, Alba OBIOLS SALES, Guilhem PIVANT, Elisabeth BOCQUILLON, Estelle GRAS, Livia GIORDANO, Mario MORMILE, Dario ROTONDO PUBLICATION EDITED BY: Liza Zaytseva VIDEO ABOUT THE PROJECT: http://www.youtube.com/watch?v=RL5bUTqc6Tw by Mario Mormile http://www.youtube.com/watch?v=Vxb-CGSMZcU by George Ketsiakidis
24