KALOO

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15/10/2026

Not every child experiences crisis in the same way.
Previous experiences, displacement, language, disability, family circumstances and access to resources can all influence how children understand and respond to emergency situations.
Preparedness activities therefore need to be inclusive, accessible and sensitive to different lived experiences.
There is no meaningful whole-of-society approach if the methods we use only work for some parts of society.

09/10/2026

Some of the most valuable knowledge about resilience comes from organisations that have actually had to adapt.
Artists and cultural organisations operating in conflict-affected, displaced or post-crisis communities develop practical ways of working under difficult conditions: adapting spaces, changing production models, maintaining networks and finding new ways to reach audiences.
Capturing and transferring this knowledge matters.
Experience developed under crisis conditions can help cultural organisations elsewhere prepare before disruption happens.

06/10/2026

Helping children prepare for crises cannot be the responsibility of one sector alone.
Artists understand creative participation. Educators understand learning environments. Mental-health professionals understand emotional wellbeing. Civil-protection and humanitarian actors understand emergency response. Communities understand their own realities.
Bringing these perspectives together creates opportunities for new approaches to preparedness that are practical, creative and centred on people.
The strongest preparedness systems are built across sectors — not within silos.

03/10/2026

Resilient cultural organisations are not built in isolation.
When communities experience disruption, they hold knowledge about changing needs, available resources, emerging barriers and the ways people are adapting.
Participatory approaches can bring this lived experience into cultural programming. Instead of designing for communities, cultural organisations can create opportunities to design with them.
That shift can lead to cultural responses that are more relevant, inclusive and grounded in local realities.

29/09/2026

Art does more than reflect the world around us. It can create spaces where difficult experiences are explored, different perspectives are heard and new ways of responding can be imagined.

In times of crisis and uncertainty, artistic practice can help individuals and communities process change, express emotions and reconnect with one another.

From theatre and performance to visual arts and participatory practice, creativity can transform complex challenges into shared experiences — creating space not only for reflection, but also for resilience and collective action.

21/09/2026

How do you explain a crisis to a child without creating more fear?
One answer may lie in creativity.
Theatre, storytelling, games, comics and role-play can transform abstract emergency scenarios into situations children can safely explore, discuss and understand.
Rather than simply giving children instructions, creative methods allow them to ask questions, make decisions and explore possible responses.
Preparedness can become something children actively participate in rather than something that simply happens around them.

14/09/2026

What happens when the theatre, gallery or cultural centre is no longer available?
Cultural production does not necessarily need to stop. Public spaces, community centres, temporary venues and other alternative environments can become places for cultural participation.
This requires more than relocating an activity. Artists and cultural organisations need adaptable production methods that consider accessibility, safety, available resources and the realities of affected communities.
Designing for uncertainty can make cultural practice more flexible — both during crises and in everyday life.

07/09/2026

Europe is increasingly discussing how citizens can prepare for emergencies and crises. But preparedness cannot be truly whole-of-society if children are only treated as people adults need to protect.
Children can also learn how to understand uncertainty, recognise appropriate responses and develop confidence in situations that may initially feel frightening.
The challenge is making preparedness understandable and age-appropriate.
Creative and participatory methods can help us do exactly that.

01/09/2026

When crisis disrupts everyday life, cultural activity is often among the first things affected. Venues may become unavailable, mobility restricted, resources reduced and communities displaced.
But cultural organisations can prepare for disruption.
Building resilience means thinking ahead: How can activities continue with fewer resources? How can cultural production move into alternative spaces? How can organisations remain connected to communities when normal ways of working are no longer possible?
For us, resilience is increasingly becoming an essential part of how cultural organisations think about their future.

18/11/2025

📢 Calling all educators! Join our end-of-year focus-groups and get the “Everywhere, All The Time” educational resources to spark conversation about AI.

In a 60-minute online session, you’ll have the opportunity to share your experiences and help us assess how educational initiatives, programs, spaces and methodologies promote democratic values and practices.

💡 Who should join?
• Heads of organisations or departments (schools, libraries, youth centres, cultural spaces) responsible for youth-focused educational initiatives
• Lead educators designing or managing learning programs for young people (ages 11–18)

💻 How to register?

1. Complete the Democracy Health Questionnaire ahead of the session
2. Select one of the two available sessions (English):
• 25 November at 16:00 CET
• 26 November at 14:00 CET

Link in bio. Register here: https://lime.ttc.io/index.php/371138?lang=en

Address

Loutra
Mytilene
81100

Website

http://design4peace.org/

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