31/05/23 Ce deuxième atelier s'est tenu à l'Agrocite de Bagneux et s'est concentré sur la co-conception d'un événement avec les parties prenantes - Bagneux Environnement, la mairie et le Pôle TEDD, le PPCM et le Lycée avant le Lycée. Nous avons utilisé des fiches de conception d'événement comme outils de conversation et de co-conception. Des modèles A3 imprimés ont été créés pour que chaque participant les remplisse afin de proposer des événements collaboratifs. Les sections comprenaient : quoi, où, avec qui et comment. Une fois de plus, nous avons utilisé la grande carte imprimée pour discuter et identifier d'autres initiatives écologiques ou de résilience communautaire dans la région.

The aim of this introductory workshop at La courtille middle school was to involve Sustainable Development students interested in ecology to explore their neighbourhood, identify places they go to regularly in Saint Denis, and have ideas about ecological improvements to their neighbourhood. The workshop helped us to understand the neighbourhood better, encouraged the students to have a critical lens on their environment; was a first look at the neighbourhood in an ecological way; and identified issues in the neighbourhood From this session outputs were synthesised to create a picture of Saint Denis through the students eyes, enabling the following co-design workshop to build on the neighbourhood context and focus on the school site. The pupils were from year 7, 8 and 9, hand had identified Sustainable Development as an interest. SD is an elected module, so the pupils already have an interest in sustainable practices. The session was facilitated by the La Courtille Sustainable Development teacher, aaa, and the CoNECT team. Participatory Mapping in the Classroom The workshop began with a Mapping exercise. The class split into 4 groups. Each group was given a pre-prepared printed A1 perspective map-drawing of the Saint Denis area, with the school site at the centre. The first exercise consisted of identifying the places that they go to locally, writing names for internal spaces on one colour post-it, and for the interior spaces on a second colour. The second exercise consisted of identifying their most frequent journey, drawn with a coloured pen each, and specifying the kind of journey (by bus/on foot). Exercise 1: The students identified many local places that they frequent often - outside spaces include bus stops, public spaces, sports grounds, gardens, playgrounds and parks; internal spaces include other schools, eateries, cafes, sports halls, and religious spaces such as mosques. Exercise 2: Quickly we began to see the most popular quotidian routes were from home to school. If the students lived closeby, they were on foot. Further away, they were by bus. Most students live close by and travel to school on foot. There is a strong crossover of routes in proximity to the school; many students cut through the estate to get to the school gate. Walkabout - Mapping ecological potential in the neighbourhood The second part of the workshop focused on ecological opportunities, strengths and weaknesses in the neighbourhood. First, we split the neighbourhood up into 4 similarly sized parts, so that each group would explore a different area. Each facilitator accompanied and worked with a group for this part of the workshop. Each group of 5 students were given an A3 sheet of the same map base as previously used. The aim was for the facilitator to take photographs of things (as directed by the pupils) that seemed like ecological processes, where there could be improvements made, opportunities for ecological intervention, or where there is a problem. Each photo was located on the map and numbered using a pen. This map combines all 4 groups’ photographs from the walkabout and categorises them into different types of observations: Growing spaces (2) Green spaces (16) Waste management problem area (4) Mineral spaces (2) Opportunity space (7) Space already in use (21) Strengths The pupils identified a number of cultural spaces that they appreciate and use regularly such as the maison de quartier, and the ‘mediatheque’ (media library). There are also a number of green spaces and growing spaces that they enjoy such as the garden at the maison de quartier, Gally farm and the clos la fabrique. They identified squares and playgrounds that worked well, occasionally highlighting the need for more seating in these areas. They liked planted flowers and wooded areas. Weaknesses: Generally the pupils find waste management to be lacking in the area. Bins are often untidy and overflowing, and there are areas where rubbish is thrown and not picked up, including fly tipping. Opportunities: They identified a number of opportunities for planting, growing food, public realm improvements such as seating and space to eat for example. They also identified a number of opportunities for composting. They also mentioned providing spaces for those in need. Conclusions: The pupils were able to be critical of their neighbourhood and identify opportunities for ecological improvement. They also gave importance to social support, linking ecological practices to social issues of homelessness and food security. They were able to quickly have many ideas for projects to carry out in the neighbourhood. The workshop was a one off with this group - as there were students from 3 different year groups, they do not normally work together.

Pilar Ortiz, Professor at the UPO and member of the CoNECT project, presented the project at the Round Table “From information to co-participation: citizenship in risk management”, a space for reflection and dialogue on the importance of actively integrating citizens in emergency management, held at the Royal Academy of Medicine and Surgery of Seville. The round table raised the need for in-depth reflection on current management models and the need to promote an active, trained and committed citizenry. The other speakers at the round table were José Ignacio Artillo Pavón, cultural anthropologist and expert in participation and collective intelligence; Francisco Chiara Caro, electronic engineer, specialist in technological platforms applied to emergencies and Paula Montilla Gómez, architect, expert in emergencies and protection of cultural heritage. You can watch the video of the Round Table at this link.

Torreblanca Verde has participated today in the First Meeting EcoMetróPaolis Seville with Ecologistas en Acción, Ecourbe, Red Sevilla por el Clima, Jalea Luz, Pulmón Verde Arrayáno and Parque Vivo del Guadaira among others. EcoMetroPolis has organized workshops, debates, games and botanical walks for the whole family. Torreblanca Verde has exhibited the birds' nests that they make in the workshops they give and have presented the book by Astrid Vargas La magia de la transformación. Memoria de una mariposa no voladora.

Rencontre Terreau au site du Lycée avant le Lycée En Juin 2025, pour célébrer et pratiquer la recherche et le réseau Terreau, les partenaires co-développent une école du jardin planétaire . Cette 'école' est un concept développé par paysagiste Gilles Clément, 'selon lequel la Terre est, à l’image d’un jardin, un espace clos et fini qu’il appartient à l’homme d’entretenir et de préserver. Il invite chacun d’entre nous à prendre conscience de l’aspect « épuisable » de notre biodiversité, à en tenir compte dans notre rapport à la nature… Une attention qui passe avant tout par la connaissance et le recensement de la biodiversité de notre quotidien. « Le projet s’inscrit dans le simple principe de partager le savoir et la connaissance et de cultiver la biodiversité sur un territoire rempli de richesses…». A Bagneux, nous sommes en train de sélectionner des sites et préparer les ateliers et déambulations qui auront lieu plus tard ce mois-ci, en collaboration avec des spécialistes invités. Selections de sites de jardin dans Bagneux - nord et sud

En janvier 2025, une collaboration a débuté avec la professeur d'art du collège La Courtille et l'équipe CoNECT, afin de concevoir une série d'ateliers au cours desquels les élèves de 6ème développeraient des bandes dessinées d'histoires en lien avec l'EcoLab. Pour inspirer les élèves, une malle de publications et bandes dessinées en lien avec l'écologie a été emprunté a la médiathèque Gulliver En février, avec Mme Prieur et sa classe d'art de 6ème, nous avons commencé à discuter de ce qui pourrait se passer dans l'EcoLab. À qui cet espace pourrait-il servir ? Quelles activités pourraient y être organisées ? Que pourraient-ils y faire avec leurs amis, leurs familles et leurs voisins ? Comment l'EcoLab pourrait être utilisé par le quartier? Les élèves ont commencé a developper leurs histoires. Qui sont les personnages? Ou cela se produit-il? Qu'est ce qui se passe? Au cours de sept ateliers en février et mars, les élèves ont élaborés leurs histoires et dessins. Ces dessins formeront un fanzine qui sera imprimé et publié pour l'ouverture de l'EcoLab plus tard dans l'année.

Yesterday the CONECT project and ART-RISK diffusion were jointly presented at the Science Fair in Seville. By means of two role-playing board games, the project was explained to primary, secondary and high school students. The first role-playing game allowed the youngsters to understand concepts such as danger, vulnerability, exposure and risk through a card game. In the second, they were able to evaluate the tools that make us resilient to the threat of fire in a museum. More information at: https://feriadelaciencia.org/01_FERIACIENCIA/

On April 8, 2025, the CoNECT project (Collective Networks for Everyday Community Resilience and Ecological Transition), funded by JPI Urban Europe, actively participated in the EUKN Policy Lab 2025 held at the Casa de la Arquitectura in Madrid under the theme “Urban resilience to prevent and combat climate change impacts”. The event, co-organized by the European Urban Knowledge Network (EUKN) and Spain’s Ministry of Housing and Urban Agenda (MIVAU), brought together policymakers, urban planners, academics, and local actors from across Europe to discuss how to enhance urban resilience in the face of increasing climate change impacts—especially floods caused by extreme weather events like the 2024 DANA in the Spanish Mediterranean region. European Panel (Session in English) The morning session highlighted international experiences offering a strategic perspective: Birgit Georgi, expert consultant, presented the Water Sensitive Partnership from the EU Urban Agenda, emphasizing integrated and water-sensitive approaches. Marco Taal, from the Dutch Ministry of Infrastructure and Water Management, introduced the national Integrated River Management Programme in the Netherlands—a European benchmark. Spanish Panel: CoNECT in Context The Spanish session showcased six key initiatives with territorial, institutional, and technical approaches: Elisa Rivera, from the Ministry of Science, discussed how innovation supports urban resilience in municipalities affected by the DANA storm and refered to the “Innovation for Climate Resilience Programme” that is aimed at promoting the design of a new model of action in response to catastrophes with climate criteria that integrates scientific knowledge with the technical capacities of the territory, articulating an innovative ecosystem of territorial basis for recovery and transformation. Jorge Olcina, professor at the University of Alicante, addressed climate change challenges in Spain’s Mediterranean coast. He put forward 5 key proposals under the title ‘without comprehensive management there can be no effective risk reduction’: the need to review official hazard mapping, not to rebuild or re-inhabit severely affected areas, review of all existing municipal planning, the creation of a national platform for disaster risk reduction and finally, the need to collaborate in the common goal of a more resilient society. Francisco Javier Sánchez Martínez, from the Ministry for the Ecological Transition, spoke on flood risk protection strategies from prevention to adaptation. Mario Ginés Pérez Cervera, Mayor of Los Alcázares (Murcia), presented the urban resilience strategies that his municipality has designed and implemented in the last years. Lorena Silvent Ruiz, Mayor of Catarroja, shared their town’s post-DANA 2024 reconstruction agenda. Luis Touriño, innovation manager at EOSA, presented the green and blue infrastructure approach in Pontevedra (Galicia) with project such as the renaturalisation of the Gafos River. Some of the EUKN Lab topics such as community practices, green infrastructure, and co-creation processes are very much liked to CoNECT project. The session concluded with closing remarks from Mart Grisel, Director of EUKN, emphasising the importance of connecting institutional and technical knowledge with local and citizen-driven initiatives like those promoted by CoNECT.

4 questions est une série d'interviews réalisées par AAA (lien site web ici ) . Nous voulions savoir ce que les élèves de La Courtille considéraient comme le plus grand problème dans le monde aujourd'hui. Que faut-il faire ? Que peuvent faire les jeunes ? Et que peuvent-ils faire personnellement ? Nous avons collaboré de nouveau avec Florence de Radio Déclic , basée localement a La Courtille, qui a enregistré les interviews et posé les questions avec AAA. La vidéo sera bientôt disponible !

L'école Albert Calmette s'interesse à l'écologie et au projet EcoLab. Une deuxième expo partage le projet et les dessins des collègiens, avec les plus petits, leur familles et l'équipe d'enseignants. L'EcoLab est un démonstrateur écologique qui peut s'articuler dans des sites différents avec des publics divers.

Last Friday, December 13, Jose Torres and Marian Pérez Bernal from the CoNECT team of the UPO interviewed Ángel Luis Álvarez, member of Torreblanca Verde. Torreblanca Verde is an ecological and social initiative born in 2017 from the TAR group of the Polytechnic School of Engineers of Seville and the Civic Center Juan Antonio González Caraballo of Torreblanca in collaboration with associations and neighbors of the neighborhood.  Torreblanca Verde tries to naturalize, beautify and contribute to the improvement of the urban habitat of the neighborhood of Torreblanca de los Caños de Sevilla. In addition to transforming the spaces, the aim is to improve the image that both the neighborhood and visitors have of their neighborhood. After an intense interview at the civic center, we took a walk through Torreblanca to visit some of the facilities they are working on. We were able to see the graffiti that has been made of the grandmothers of the neighborhood, we visited the Salvador Valverde square, the Ramiche pond and the Butterfly Sanctuary.

On 12 December 2024, the Dutch CoNECT team hosted a symposium on 'Design Pedagogies for a Post-Growth Future' to bring spatial researchers and educators together around the question: Can we envision futures beyond consumerist, growth-oriented societies? What would this mean for circularity in the construction industry, indoor thermal comfort, or the design of public and green urban spaces? And what are the implications for architectural and urban design education? The symposium was held at the Trappenzaal at Eindhoven University of Technology and also served as the closing event of the exhibition 'Together Tomorrow: Reimagining Every Practices'. Dr. Oana Druta introduced the subject of the symposium in the context of in the context of the contemporary polycrisis (climate change, overconsumption, inequality, polarization...) or, in slightly euphemistic terms, the 'great societal challenges' that we face and which universities try to prepare students for. To these she added the 'crisis of hope' which students, educators and practitioners often come up against: are we really able to imagine and believe in positive futures in the face of these crises? Here she introduced post-growth thinking as a radical and hopeful strategy for rethinking our world beyond the crises of contemporary capitalist life and the cycles we appear locked into. She pointed that design pedagogies are a particularly hopeful place to start, offering educators and future designers a way to critically rethink architecture's complicity in growth-based industries and practices, and the ability of design to reshape imaginaries of the future. radical/hopeful values and principles of post-growth thinking Our first speaker, Dr. Alejandro de Castro Mazarro , started off by challenging the normative idea of the 'good' city: what makes a city good, and how do we measure this? Often we think designing is about giving people what they want, but Alejandro compared this mentality to eating too much candy and chocolate: it might be what we want and enjoy in the short term, but ultimately it can cause debilitating and life-threatening illness without us noticing. It might be necessary to recognize that the good, healthy city is not the same as the 'nice', fun city of our consumerist urges. He also pointed out that theories of 'the good city' still tend to follow the ecomodernist script that technological progress and economic growth will eventually lead to greater efficiency, equality and overall quality of life; but looking at the material evidence, this is simply not true. Alejandro's recent work therefore looks at the material reality of architectural and production: how much steel and concrete is actually used in even 'sustainable' European building projects, where do these resources come from, and what is their extraction doing to landscapes around the world? The theme of the wanting it all in the short-term rather than understanding well-being in the longer term was echoed in Dr. Lenneke Kuijer 's presentation about designing for an 'eco-harmonist' persona rather than the 'techno-hedonist' that dominates contemporary design imaginaries. Working from a social practice perspective, Lenneke discussed the ways in which the designed 'stuff' around us accumulates, stacks and accelerates as we delegate more and more of our tasks and responsibilities to technology. This desire for convenience, ease and smoothness results in experiences of deskilling, artificialization and disempowerments; and by designing for an imagined persona with these desires, designers perpetuate these technologies and processes. Instead, Lenneke proposes flipping this around and designing instead for an imagined 'eco-harmonist' : someone who is willing, even eager, to invest some time and effort, learn new skills, and change their expectations of 'normal' contemporary life. She points out that by designing for this persona, we put this imaginary into the world, and can make products and processes which do change people's practices and therefore their expectations and desires, just as designing only for the techno-hedonist turns us all into techno-hedonists. how would we design differently, and therefore stimulate different practices, if we imagined we were designing for an 'eco-harmonist' instead of a 'techno-hedonist' as end user? © Lenneke Kuijer Dr. Corelia Baibarac-Duignan 's presentation on affective 'rurban' encounters built on the ideas of changing people's conceptions of normality through practice, and rethinking our (extractive, dominating, functionalist) relationship to land and to nature, and the divide between urban and rural, as an essential part of sustainability transitions . Using projects in the Lutkemeerpolder (a contested site on the Amsterdam's urban-rural border) and the University of Twente campus, she showed how designers and educators can use artistic practice to defamiliarize people, making the 'normal' strange and allowing people to reflect critically on their assumptions and habits while experiencing a radically different way of relating to land, water and more-than-human life ('how do we listen to the soil if worms don't speak English...?'). Through these 'situated rurban encounters', participants are encouraged to relate to landscape not in terms of green infrastructure but rather green intimacies . 'Listening to the soil' and 'Green intimacies' workshops to defamiliarize people's relationships to nature and green space. ©Corelia Baibarac-Duignan The three talks made clear that moving beyond growth-based ideologies is not as simple as teaching new methods and techniques within existing systems. Rather, design pedagogies for a transformed future must themselves transform: exploring new ways of understanding and engaging with the world around us; developing new ways of communicating design (if you draw a degrowth proposal using conventional architectural tools, 'it just looks like nothing', Alejandro points out); and reimagining the personas we design for. Pedagogy can also be a method of transforming subjectivities, helping both students and educators to develop more harmonious and rewarding relationships with their environment and thus changing the way they will design for and intervene in that environment - suggesting not only more sustainable but also more equitable and representational future cities and landscapes. The recorded talks will be uploaded on YouTube soon along with previous CoNECT webinars .