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There are about fifteen of us in the Cala team . About half of us work exclusively on the Project with modest salaries. The other half has other jobs. All of us do unpaid work for the project.
We are one team and we try to take the necessary steps to take on the management of the whole project. Most of the work and everyday management is done, obviously, by the Cala “workers” , but the “volunteers” take on specific tasks according to their personal situation, and desired commitment level.
Our approach is that everybody in the team can participate on an equal basis in the leadership of the project, in the important decision taking processes, regardless of their situation or commitment level. Respect to the voluntary character of commitment is for us one of the most typical and positive features of our project.
We meet fairly regularly to be informed, to evaluate, to plan, to look after each other as a group, to take decisions on an equal basis, to do training within the group, to debate, to laugh, to talk…It is difficult to agree on dates for everybody to attend these meetings, but we try tirelessly and we manage eventually.
From the very beginning we wanted to be an open group, we love new people coming to the group.
We believe that:
The work of building “Another Possible World ” also has an essential component of education/training and cultural creation : a necessary fighting field for the development of other values, other attitudes, both alternative and contrary to the prevailing values of today’s world.
With these ideas, a team of committed and specialised people have carried out a stable, horizontal, respectful and useful support project, partly based on a permanent education/training centre.
This support project has among its possible target population:
• Individuals and groups involved in education, interested in the promotion of alternative assumptions and values
• Alternative social movements and discriminated groups that may need formative support to improve both their working system as groups, and their action in society.
• Local groups, of adults or young people, interested in the advancement towards other ways of more direct participation and involvement, and new ways of being together, of culture and leisure.
This project is necessarily based on different educational and teaching assumptions.
Cala Project intends to:
•Keep and develop a committed group, in a constant process of self-education, self-training and construction as a group, diverse, egalitarian…a permanent education/training centre to do workshops, all kinds of meetings, work camps…
• Provide an alternative encouraging educational experience, a training based on collective implication.
• Contribute to the development of networks – through contact, likings and support- in such a way that enables us to play an active part in training.
• Act especially on the local level, encouraging initiatives working for community development on any field.
We believe a project like this has to be funded by puclic funds, but our willingness to remain independent and stable advises that public funding be limited.
A substantial part of our income comes from agreement with the Department of Cooperation of the Junta de Extremadura, the Autonomous Government.
We also get our income doing training courses for teachers in Teacher Training Centres and other institutions, projects with other Autonomous Ministries, from personal contributions of group members,from international projects… and everyday we try to create new formulas to be able to carry on doing what we do in such a way that is is affordable for the groups we work with and to reach viability and independent funding of the project.
We don’t want or look for funding from the provate sector.
We are begining to create a support group close to Cala project. If you want to take part you can read the next information letter.
1491 0001 28 1035397213
1. The learning process is linked to the implication process. It has to be anchored to life, to action. It has to come from practice, from experience, from action. It has to develop through action and be aimed at action.
2. This learning process is nor just cognitive. If we separate the cognitive, the operative, the emotional and our values we are losing
3. The implication and learning processes entail transformations, both internal and external. We understand the learning process as change, as development, as transformation. Not just cognitive but rather, comprehensive transformation.
4. These transformations imply facing positively conflicts against discrimination, against all kinds of domination, especially everyday
5. We understand collective and personal development, not independently but as a whole.
6. We can and we need to support the construction of other kind of groups.
7. This support can only be carried out without domination, with the minimum possible violence.
8. Education in values has its full meaning in the collective implication in conflict.
9. We intend to support four sets of basic values, those related to:
• Choosing personal and collective implication, commitment, involvement…and hope.
• Choosing learning and change, plasticity, flexibility, a will to achieve personal and collective development.
• Choosing personal autonomy, not as opposed to collective implication, but as an essential part of it – in analysis, in the decision taking
process, in action, in evaluation. Personal autonomy as opposed to subordination, dependence…; therefore, choosing a critical attitude
• Choosing cooperation –not as opposed to autonomy, but to individualism- through agreement, good group atmosphere, good
communication…, respect and sincerity
We understand learning as three processes: feeling, thinking and acting. So, we try to provide learning processes that involve the cognitive, the emotional and the active as a whole. We aim at the emotional implication in conflict, in any given problem, both individually and as a group, in such a way that the need to take decisions and act on them sets in motion processes of investigation, analysis and thought.
In general we work on two processes at the same time: facing a conflict in which the group feels involved and the very process of the group (its atmosphere, communication, decision taking process…) and the conflicts that may arise in the group. It is in the process of the group that we work on basic values and attitudes: implication, autonomy and cooperation. In the conflict that affects them is where we work specific cognitive aspects, values and attitudes connected with that specific conflict.
The design of the workshop includes the planning of activities and materials and the possibility to adapt them to the needs that arise from the process of the group. Thus, our decision of revising everyday how the workshop is going and making the necessary adjustments. To facilitate this, every workshop is coordinated by at least two people.
We design workshops with initial, central and final activities, each with specific objectives and tasks.
The aim of these activities is to concentrate on the process of the group, so they focus on atmosphere and communication. They are also connected with the specific issue.
Other initial activities aim at:
• Reinforcing socio-affective implication by providing direct or simulated contact with the conflictive reality, bringing to the surface feelings, connections,
•Expressing emotions and feelings the issue arises,
• Providing the group with the initial cognitive tools they need – preliminary information, vocabulary, mind map, initial planning so that the group knows where they are within the learning process…,
• Expose lack of knowledge, errors, preconceptions…
These must provoke cognitive, affective or moral conflicts and provide the elements to confront them positively. They are generally articulated as group processes of decision taking where different activities of collective analysis, evaluation, debate, proposals, and search of agreement are integrated. This allows everyone to work at the same time group processes and to face the meaningful conflicts that arise, such as leadership problems, inhibitions, manipulation, all forms of violence…
They have three goals:
• Synthesize or reinforce specific learning, i.e. expose the changes in the different levels – cognitive, affective, appraisal,
• Facilitate interventions resulting from the process – on an individual or group level, realistically, specifying how to … boldly,
• Evaluating the working process and its results – the group process and the problem issue.
We also include final activities that tend to reinforce the group, its cohesion, its collective self-esteem, its confidence…