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Can community action unlock and deepen skills of those disconnected from the labour market? This question coming from the EU project EULER has been answered in 4 cities. In Barcelona, in La Marina neighbourhood, a local participatory cultural process produced a citizen reflection about identity and memory.

SOM LA MARINA (We are La Marina) is a local cultural process. Reflection about identity and memory of a neighbourhood in Barcelona labelled as deprived, brought to a programme of co-designed learning actions and the creation of participatory videos about this community under an international frame.

Here you will find as educational resource the curriculum created and implemented in La Marina, and the main educational support materials.

Unit 1 - Curriculum EULER SOM LA MARINA

The Som La Marina curriculum is based on the training and educational aims and organized in two units which are stringently linked to each other:

  • Read the neighbourhood
  • Narrate the neighbourhood

The content of teaching in every unit is described in Learning Outcomes. The Learning outcomes are statements of what participants will learn during the process and what they will do/be able to do and how they will apply that skill or knowledge.

Curriculum EULER Som La Marina

Unit 2 – Sessions

In this document, it can be found the contents and the materials used for the implementation of the Curriculum locally.

Description of Sessions

Unit 3 – Training annex materials

Here, there are some of the texts, images and links used as extra educational support for the implementation of Som la Marina Curriculum.

Training annex
materials

Euler in London looks closely at the gap between abilities individuals have to offer on the one hand, and demand for skills as structured by the labour market on the other. It starts with a thorough analysis of the world of work: who shapes the market of jobs and employment, how do they think it will change, how will talent be recognized and certified when traditional diploma’s and certificates will no longer work?

With a group of residents from North London, a trajectory is developed in which participants’ skills are unlocked –they will get a chance to show their skills- they are deepened –improved with help of experts– and finally their skill set will be transformed into a profile that works in the labour market.

Unit 1 - Curriculum EULER Elephant Path London

The aim of Elephant Path is to launch and sustain a process of skill identification, testing and application in a specific urban area. It invites participants to reconsider the way their neighbourhoods as well as their personal and profession lives are shaped. By exploring the socio-economic context of their neighbourhood, participants get a better understanding of skills that might be needed, what they enjoy doing, and how they can become batter at that. A method along with a set of tools were developed which can boost participants confidence as well as the area’s social cohesion.

Training programme Elephant Path consists of two very distinct phases, referred to as units in the curriculum. In a first phase, participants map the area and its stakeholders. In doing so they reflect on how to represent these different actors and how to communicate this. A second phase consists of packaging and marketing their own skills they want to improve. This involved translating their talents in potential services, and photo- and video-shoots to become part of a portfolio of local talents.

Curriculum EULER Elephant Path London

Unit 2 - Description of sessions

Description of sessions

The project area is Antwerp North. Since the 1960’s the folksy neighbourhood has been marked by a turbulent history of socio-spatial transitions, and more recently, since the late 1990’s, by the cities urban renewal agenda. In this project we will analyse the different waves of urban change and more specifically the roles that certain key actors took up during this process, ranging from local residents to city officials and private developers, involved in a variety of ways in the dynamic process of urban transition. Doing so, the goal of the project is to be able to delineate certain ‘roles’ and accurately define ‘profiles’ that manifest themselves throughout such processes. We will analyse the different discourses associated with the identified profiles and their local engagement, in relation to the labour market. The results of this research should allow us to define a method to acknowledge or certify certain skills, acquired through active involvement in urban renewal processes, which can be valorised on the labour market in a less conventional way.

Unit 1 - Curriculum EULER Antwerp

The curriculum distinguishes between four stages, referred to as units, each addressing certain qualities and skills for participants. This structure facilitates the elaboration of according competencies that participants can be taught, train and reuse, however needs to be adapted to the socio-spatial context and the issue/assignment at hand. The learning outcomes take into consideration the European Reference Framework for Lifelong Learning and are built up according to the different stages in the case study, from the first moment of reaching out to the local community in the neighbourhood, up until the translation and implementation of local needs to the broader city-making context and its adaption through certain instruments, as exemplified by OPP. Participants are invited to also formalize their actions through the elaboration of methods, processes or products.

Curriculum EULER Antwerp

In Berlin the selected area is Mehringplatz – Südliche Friedrichstadt, with a specific focus on socio-economical empowerment of the multicultural local community. This former public housing settlement built in the 1960s at the former edges of West Berlin is today subject to a process of re-centralisation that involves regeneration plans, new urban developments and injection of creative industries. The training project is aimed at developing a situated learning process able to improve the capacity of the citizens to acknowledge the ongoing transformations both in their risk and opportunities, to identify local resources, share knowledge and develop common initiatives and entrepreneurship.

Unit 1 - Structure of Curriculum EULER Berlin

The curriculum realized in Berlin by Tesserae focuses on the neighbourhood dimension and on the thorough interpretation of the local socio-spatial context as a prerequisite for the activation of local economies and capacities. It aims at understanding and fostering the neighbourhood as a common platform where social initiative and entrepreneurship can spread. In this regard, particular attention has been put on a commons based approach to urban governance and economies, as underlined by the chosen subtitle of the programme “Tools for Commoning”. The training program devises participative techniques for spatial analysis such as urban reconnaissance, collaborative mapping and digital storytelling to capture local characteristics and contradictions, whilst also fostering engagement and cooperation. A thematic section and three training modules have been conceived as successive steps into a socio-spatial analytical process going from understanding the multiplicity of aspects that qualify a given urban context, to representing its key elements, and finally expressing personal views or narratives.

The general report of the training activities is published in the “Switch On Mehringplatz” booklet downloadable from EULER website.

Structure of Curriculum EULER Berlin

Unit 2 - Sessions SwitchOn Berlin

Sessions SwitchOn Berlin