We started with a fact in reaction of the last events. In 2017 and 2018, France and Belgium were directly confronted with their colonial history, which challenged and questioned our young people from immigrant backgrounds. Indeed, in France, the trauma linked to decolonization (and in particular to the Algerian war of the 60s) are still cured and there is a great tension between the populations. As proof, there was a huge outcry against President Emmanuel Macron when he dared to describe the French colonization in Algeria as a "crime against humanity" and "true barbarism" (14/02/2017). On the other hand many reports denounce the French colonial system called "Françafrique" set up by General De Gaules after the Second World War. Similarly in Belgium, since December 2018 the controversy swells around the renovation of the AfricaMuseum Tervuren. Despite the new museography, some continue to see "a closet trophies" to the glory of Belgian settlers. A group of Afro-descendant associations is calling on the Belgian State to form a Commission of Experts to determine the exact origin of the works. Like the Belgian Prime Minister, King Philippe has indicated that he will not attend the inauguration of the new museum. He does not wish to "interfere" in the debate on possible restitutions. This positioning of the Belgian public authorities speaks volumes about the malaise caused by the history of colonization. Faced with these sad realities, our young people seem disarmed to express their points of view and defend the fundamental values of Europe namely the universality of human rights, respect, equality, citizenship, secularism ), freedom of expression, democracy .... To overcome this problem we have made the choice (with the participants) to set up these exchanges of young people who will combine reflection and action. The first had treated through exchanges between young people on the colonial history of our countries. The second had the setting up of workshops allowing young people to appropriate tools and techniques of citizen expression (slam / rap, theater, photo-video and micro-sidewalk / radio interviews). Goals were : - Allow young people to deepen their knowledge and understanding of the colonial history of our countries and help them develop critical thinking and initiative in favor of citizen engagement - Allow young people to debate among themselves the fundamental values of Europe. - Allow young people to experiment with concrete tools to express themselves on topics that are important to them. - Promote and make visible the work of young people via public renditions - Formalize the gains of this experience by helping them write their Youth Pass. - Generate networking by bringing different actors together and allow them to work together on this project. The challenges to which the project responded: - Promote European integration - To ensure that young people appropriate and defend the values of Europe. - Forge a common and transversal culture based on the universality of human rights - Better situate the weight of colonization in our personal and collective histories; - Promote dialogue to reduce misunderstandings and prejudices - Promote the mutual recognition and recognition of each culture present in the project. - Promote individual and collective empowerment of young people The needs of young people to whom the project responded: - the need to know better their cultural origins and the colonial history of their country and their impacts and consequences on oneself and on society - the need to debate among themselves on crucial topics to make their voices heard and their points of view - the need to share and build together through the different citizen expression workshops proposed and chosen by them. Our teaching methods: The methods inherent in non-formal education are those of active pedagogy. In the context of this self-centered pedagogy, it is a question of learning together, of learning by doing, of experimenting, of co-building knowledge, of exchanging, of sharing, of creating, of articulate the individual and collective dimensions, to self-train. It is a participative and non-vertical logic, based on people's knowledge and experience. The knowledge is of different types (know-how, know-how ...) and aims at the reflection and action on its environment in an emancipatory logic and autonomy. These principles correspond to the foundation of our pedagogical practices, which is the recognition and acceptance of others in their diversity. The place given to everyone is identical for everyone. No one is worth more than the other, each brings to the other and thus contributes to the development of the individual but also of the group.