It's not what you think! We're sharing our tips for cooking and socializing in a public space. You can temporarily turn your street or square into a restaurant. Neighbours and friends gather around the table. Together they knead the dough, wait for the water to boil and wash the plates. It's really simple, so - here's how you can do it too!
Ćakula (Chit-chat) is a tool that gathers local communities in a place of sharing, thinking and being. Inspired by the Latourian Parliament of Things, Ćakula offers a nonconforming method, time and space to rethink the notions of agency, mandate, community and place.
The checklist provides a framework for building trust and accountability, ensuring community voices are brought into the process of working collaboratively.
The activity brought together two ongoing Urbani separe projects: Waterside Voices and Pathways to Creative Careers (P2CC). Within Waterside Voices, Urbani separe has been working around the Rječina river, exploring how communities can become more involved in its use, protection and future development. One of the planned practical outcomes of the project is the development of a mobile, multifunctional kiosk/pavilion that can be used for different communities, cultural and educational activities along the Rječina and in other parts of the city. Through P2CC, Urbani separe developed a participatory methodology that enabled young people to become directly involved in this ongoing process. Students from the Technical and Construction High School were introduced to the wider context of the Rječina, public-space development and participatory design, and then invited to contribute ideas for specific elements of the future kiosk. By connecting the two projects, an existing real-life design challenge from Waterside Voices became a practical learning opportunity within P2CC, allowing young people to experience how creative and technical professions can contribute to community-based urban development.
It supports young artists in recognising and expressing emotional states, while building collective trust and shared responsibility within groups. It helps participants develop healthy coping strategies through reflection, listening, and peer support. It also enables facilitators to monitor group wellbeing and adapt the process accordingly.
This tool helps facilitators and mentors connect collective action with reflection by tracking how activities, contexts, and community responses (“echoes”) evolve over time. It supports ongoing learning, shared responsibility, and the documentation of both practical and narrative dimensions of group processes.
The Nuova Borgata Corviale complex is a socially at-risk area in the southwest suburbs of Rome, a 1km-long public housing complex around which, over the years, a middle-class neighborhood with residential areas has sprung up.
It helps participants identify their emotional state, sources of stress, and personal or collective support needs. It supports facilitators in understanding group wellbeing and adapting the process.
This Collective Action Project was implemented by students at Danslinjen Balettakademin, Folkuniversitetet in Umeå, under the leadership of the dance educator and mentor Alexandra Karagianni. The activity was carried out as a case study with students in dance education and formed part of the project’s participatory and practice-based work.
This method supports young people in developing collective projects rooted in a specific local context through ecological practice, artistic thinking, and civic engagement. Using the garden as both a living system and a pedagogical framework, participants learn how to build shared responsibility, practice non-hierarchical decision-making, and sustain long-term engagement through collective care. The method connects reflection with action by encouraging participants to work collaboratively with their environment, community, and each other over time.
Gradidnina is a supported permaculture garden in Skopje initiated by Press to Exit Project Space in collaboration with MKC - Youth Cultural Centre. It was developed by artists Hristina Ivanoska and Yane Calovski with permaculture practitioner Hayan Alhalabi, students, artists and members of the MKC team as a youth-led, community-based learning environment. Under the guiding idea The Garden as an Instrument, Permaculture as a Methodology, the garden connected ecological practice with artistic thinking, learning and civic participation. After several years of limited activity, the garden is ready to be engaged again. Gradidnina 2.0 marks the beginning of that process. The workshop brings educators and young artists to the site to test the WP4 Gradidnina Method and its Site Mapping and Care Planning Sheet, examine the garden's present condition and undertake a first practical action through discussion and seed bombing. The workshop also echoes Seeds of Solidarity - School for Caring Futures in Skopje 2026, which approached the garden and other situated environments as places where ecological knowledge, artistic practice and collective care can be learned through encounter. Gradidnina 2.0 carries this attention into a concrete local action and asks what forms of care can be sustained after the gathering ends.
The workshop brought together young people from Málaga to explore mental health awareness through podcasting, with the topic and focus shaped directly by the participants themselves, reflecting a need they identified as a group.
Participatory mapping is a map-making process that attempts to make visible the association between land and local communities. It facilitates reflection on what characterizes a neighbourhood and what are the social changes that communities can undertake to regenerate it
PBL is a student-centered pedagogical approach and is based on learning through the resolution of real or realistic problems. Students work on complex, often multidisciplinary scenarios that encourage them to actively seek out information (active learning), develop critical thinking skills and an entrepreneurial mindset. The learning process takes place in a group setting, where participants learn to communicate, negotiate and share ideas in order to find effective solutions. The mentor acts as a facilitator, helping students to ask themselves questions and reflect on the learning process (self-awareness). https://youtu.be/DTvaJlcVjNw?si=j266qcCr4irAD3t2
Allows the teacher to learn the goals that exist in the group as well for individual students and gives him/her a chance to set expectations for the course, additionally it gives the teacher a hook for reflection at the end of the course; “did we meet the expectations?”. It gives the group a chance to interact and connect on physical and mental levels as well as establishing what common goals exist in the group.
Helps to visually frame a role, a process, a context, priorities Helps understand that all roles are important and how difficult it is to make choices.
The objective of this method is supporting young artists and cultural practitioners in developing their ideas through collective reflection, contextual research, and peer learning. It encourages participants to connect artistic practice with community engagement, collaborative processes, and critical self-reflection. The mentoring process helps participants build confidence, sustain long-term engagement, and articulate their work in relation to broader social and cultural contexts.
This tool supports groups in collectively understanding a shared site (such as a garden or public space) as a living system shaped by ecological and social relations. It helps facilitators guide participants through mapping, decision-making, and shared responsibility in the development of community-based actions.
This method helps a newly formed group learn each other's names in a playful, low-pressure way while simultaneously building awareness of collective responsibility. It establishes from the very first session one of the foundational principles of collaborative work: every individual's attention and care directly affects the success of the whole group.
Urban walks help people experience and understand urban spaces from a more personal and critical perspective by directly observing and reflecting on their surroundings. Through shared walks and discussion, participants develop greater awareness of a place’s qualities and challenges while learning from different viewpoints. It encourages active engagement with public space and strengthens the capacity for collective action and participation in urban planning.
It promotes awareness of the commitment and effort required to achieve a convincing result in the realization of a project, even if it is proposed as a game. Support co-creation and shared responsabilities Strengthen the value of peer mentoring
