On Friday (August 14), we were back on Chiba University’s campus for a full day of activities which had as an ultimate objective to make us reflect on the main challenges the students faced during the first week of the program.
The day started with four presentations by AUTh students on representative examples of CBD in Greece, which were compared with the projects we had seen so far and also provided ideas that could be implemented in the main target-project of the program: Kusu no Ki. Among the ideas introduced were the setting up of an agrarian grocery (in fact, an expanded version of this became the long term focus of one of the last presentations of the program), urban farming, and social partnership integration business (see below for videos of the presentations).
Following these presentations, a short lecture by Chiba U staff was given as feedback. The advice that was offered concentrated on three main areas: the necessity of taking into account the location and audience when presenting in a public space, the need for better, more precise, more original revitalization ideas that do not just repeat the locals’ opinions, and the mindset that is required when collaborating in a multicultural, multilingual environment.
In the afternoon, students were asked to return to the worksheets they presented in Ichinomiya and to produce a new piece of paper, indicating again their main ideas, the source of information and methods they used to come up with these ideas, and a grade for each of these ideas based on a scale inspired by a similar practice mentioned by the Sawara project leader to find out the cultural resources that are worth restoring/developing. The scale was as follows: A for ideas worth keeping as they are, B for ideas worth keeping if revised, C for ideas that are too obvious, and D for ideas that are impossible to put into practice.
At the end of this exercise, each group exchanged its new worksheet with that of the group, which worked in a similar area (the town hall-group graded the Tamasaki shrine area-group, the surf shops-group graded the seaside tourist establishments-group and the local farms-group graded the souvenir shops-group, and vice-versa), and was asked to grade again the ideas based on the same scale. At the end each group had to present their grades and discuss their ideas with the original group. The purpose of the exercise was of course to allow students to experience/practice feedback and reflect on the feasibility of their plans.
Videos of Presentations on Community-Based Development Projects in Greece
Video of Revisions of Ichinomiya Proposals