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b:["$","div","21",{"data-slot":"nav-item-container","data-active":"$undefined","className":"group/navitem md:border-b flex-auto md:flex-none","children":[["$","a",null,{"href":"/how?tag=21-new-skills","data-slot":"nav-item","data-active":"$undefined","className":"items-center bg-background justify-center text-xs flex text-center md:text-left not-md:flex-1 font-semibold text-primary px-3 py-1 transition-colors md:flex md:w-full md:justify-start md:px-4 md:py-2.5 md:uppercase gap-0.5 md:gap-2 md:text-base md:hover:bg-popover/80 group-data-active/navitem:bg-popover data-active:bg-popover data-active:text-primary has-data-[slot=nav-checkbox]:justify-between","children":["$","span",null,{"data-slot":"nav-label","className":"flex-grow","children":"New skills"}]}],["$","div",null,{"data-slot":"nav-description","className":"hidden md:group-data-active/navitem:flex flex-col gap-4 px-4 py-2 text-sm font-normal border-t border-t-primary","children":[["$","h3",null,{"className":"text-primary text-lg/[1.3] empty:hidden peer font-medium","children":"How the projects provided opportunities to learn new skills, other than on climate and futures"}],["$","div",null,{"className":"prose prose-blockquote:border-l-primary peer-empty:mt-2 max-w-none w-full leading-5 line-clamp-6 text-foreground prose-p:text-foreground prose-headings:font-medium prose-headings:uppercase prose-headings:text-primary prose-strong:text-primary prose-li:marker:text-primary","dangerouslySetInnerHTML":{"__html":"The educational value of the projects studied in the WTFutures corpus goes well beyond Futures Literacy and Climate Change Literacy. In this category we will paint a broad picture of the plurality of skills passed on to youths that may be creative, technical, entrepreneurial, organisational, reflexi"}}],["$","a",null,{"href":"/how/tag/21-new-skills?referrer=%2Fhow%3Ftag%3D21","className":"text-primary font-semibold hover:underline self-start text-base","children":"Read full analysis"}]]}]]}]
c:["$","div","22",{"data-slot":"nav-item-container","data-active":"$undefined","className":"group/navitem md:border-b flex-auto md:flex-none","children":[["$","a",null,{"href":"/how?tag=22-embodiment","data-slot":"nav-item","data-active":"$undefined","className":"items-center bg-background justify-center text-xs flex text-center md:text-left not-md:flex-1 font-semibold text-primary px-3 py-1 transition-colors md:flex md:w-full md:justify-start md:px-4 md:py-2.5 md:uppercase gap-0.5 md:gap-2 md:text-base md:hover:bg-popover/80 group-data-active/navitem:bg-popover data-active:bg-popover data-active:text-primary has-data-[slot=nav-checkbox]:justify-between","children":["$","span",null,{"data-slot":"nav-label","className":"flex-grow","children":"Embodiment"}]}],["$","div",null,{"data-slot":"nav-description","className":"hidden md:group-data-active/navitem:flex flex-col gap-4 px-4 py-2 text-sm font-normal border-t border-t-primary","children":[["$","h3",null,{"className":"text-primary text-lg/[1.3] empty:hidden peer font-medium","children":"Focus on project involving the body and senses in imagining futures"}],["$","div",null,{"className":"prose prose-blockquote:border-l-primary peer-empty:mt-2 max-w-none w-full leading-5 line-clamp-6 text-foreground prose-p:text-foreground prose-headings:font-medium prose-headings:uppercase prose-headings:text-primary prose-strong:text-primary prose-li:marker:text-primary","dangerouslySetInnerHTML":{"__html":"This category regroups the projects that developed a way to connect the participants to the futures they were imagining through their senses. Different forms of bodily engagement are featured through WTFutures’ corpus: some using theater, dance, others inviting participants into crafting activities."}}],["$","a",null,{"href":"/how/tag/22-embodiment?referrer=%2Fhow%3Ftag%3D22","className":"text-primary font-semibold hover:underline self-start text-base","children":"Read full analysis"}]]}]]}]
d:["$","div","23",{"data-slot":"nav-item-container","data-active":"$undefined","className":"group/navitem md:border-b flex-auto md:flex-none","children":[["$","a",null,{"href":"/how?tag=23-youth-led","data-slot":"nav-item","data-active":"$undefined","className":"items-center bg-background justify-center text-xs flex text-center md:text-left not-md:flex-1 font-semibold text-primary px-3 py-1 transition-colors md:flex md:w-full md:justify-start md:px-4 md:py-2.5 md:uppercase gap-0.5 md:gap-2 md:text-base md:hover:bg-popover/80 group-data-active/navitem:bg-popover data-active:bg-popover data-active:text-primary has-data-[slot=nav-checkbox]:justify-between","children":["$","span",null,{"data-slot":"nav-label","className":"flex-grow","children":"Youth-Led"}]}],["$","div",null,{"data-slot":"nav-description","className":"hidden md:group-data-active/navitem:flex flex-col gap-4 px-4 py-2 text-sm font-normal border-t border-t-primary","children":[["$","h3",null,{"className":"text-primary text-lg/[1.3] empty:hidden peer font-medium","children":"Focus on projects developed and run by youngsters"}],["$","div",null,{"className":"prose prose-blockquote:border-l-primary peer-empty:mt-2 max-w-none w-full leading-5 line-clamp-6 text-foreground prose-p:text-foreground prose-headings:font-medium prose-headings:uppercase prose-headings:text-primary prose-strong:text-primary prose-li:marker:text-primary","dangerouslySetInnerHTML":{"__html":"Youth leadership emerges in multiple ways, ranging from youths initiating projects on various subjects, to young participants designing methodologies, producing outputs, and acting as political and cultural agents of change. By designing and leading projects according to their own vision, youth coll"}}],["$","a",null,{"href":"/how/tag/23-youth-led?referrer=%2Fhow%3Ftag%3D23","className":"text-primary font-semibold hover:underline self-start text-base","children":"Read full analysis"}]]}]]}]
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6b:T4a5,[&_audio]:mx-auto *:data-editor-footnotes:hidden **:data-lexical-vimeo:aspect-video *:data-lexical-vimeo:aspect-video prose prose-sm [&_h1,h2,h3,h4]:scroll-m-8 [&_img]:border [&_img]:max-h-[70vh] [&_img]:border-primary [&_figure]:text-center [&_figcaption]:*:text-muted-foreground [&_figure]:mx-auto [&_img]:mx-auto [&_table]:!text-base [&_table:has(td)_th]:!text-center [&_table:has(td)_th]:!p-4 [&_table:not(:has(td))_th]:!px-4 [&_table:not(:has(td))_th]:!font-normal [&_table:not(:has(td))_th]:!py-3 [&_td]:!p-2 [&_td_p]:!m-0 [&_th]:!bg-transparent [&_table_:is(h1,h2,h3,h4)]:!my-2 [&_table:not(:has(td))_th]:!border-2 [&_table:not(:has(td))_th]:!border-primary [&_table:has(td)_th]:!font-semibold prose-blockquote:border-l-primary md:prose-base prose-a:no-underline prose-a:hover:underline prose-a:text-primary prose-a:font-semibold text-sm/5 md:text-base max-w-5xl empty:hidden mx-auto w-full text-foreground prose-p:text-foreground [&_h1,h2,h3,h4]:pl-4 md:[&_h1,h2,h3,h4]:pl-8 [&_h1,h2,h3,h4]:font-medium [&_iframe]:max-w-full [&_iframe]:border [&_iframe]:mx-auto [&_h1,h2,h3,h4]:uppercase prose-strong:text-semibold prose-li:marker:text-foreground leading-5 [&_p]:!mb-1 [&_ul]:!mt-133:["$","$2b","3",{"children":[["$","$L1f",null,{"children":[["$","$L20",null,{"className":"data-popup-open:text-foreground text-left text-xs","children":"Climate change as the central theme"}],["$","$L21",null,{"className":"min-w-sm","positionerClassName":"z-100","render":["$","div",null,{"data-slot":"card","className":"bg-card text-card-foreground flex flex-col gap-3 rounded-none border py-3.5 w-full max-w-sm","children":[["$","div",null,{"data-slot":"card-header","className":"@container/card-header relative grid auto-rows-min has-data-[slot=card-title]:has-data-[slot=card-description]:grid-rows-[auto_auto] items-start gap-3 px-3 has-data-[slot=card-action]:grid-cols-[1fr_auto]","children":[["$","div",null,{"data-slot":"card-title","className":"text-primary uppercase leading-none max-w-[calc(100%-5rem)]","children":["Climate change as the central theme"," ","/ Climate change as one theme among others"]}],["$","$L22",null,{"render":["$","button",null,{"data-slot":"button","className":"inline-flex items-center justify-center gap-2 whitespace-nowrap text-base font-semibold transition-all duration-200 outline-none focus-visible:ring-[3px] focus-visible:ring-ring/50 disabled:pointer-events-none disabled:opacity-50 [&_svg]:pointer-events-none shrink-0 [&_svg]:shrink-0 text-primary hover:bg-accent hover:text-accent-foreground size-7.5 [&_svg:not([class*='size-'])]:size-5"}],"data-slot":"button","className":"inline-flex items-center justify-center gap-2 whitespace-nowrap text-base font-semibold transition-all duration-200 outline-none focus-visible:ring-[3px] focus-visible:ring-ring/50 disabled:pointer-events-none disabled:opacity-50 [&_svg]:pointer-events-none shrink-0 [&_svg]:shrink-0 text-primary hover:bg-accent hover:text-accent-foreground size-7.5 [&_svg:not([class*='size-'])]:size-5 ml-auto absolute right-0 -top-2.5","popoverTargetAction":"hide","children":["$","svg",null,{"xmlns":"http://www.w3.org/2000/svg","fill":"none","viewBox":"0 0 17 18","children":["$","path",null,{"stroke":"currentColor","strokeWidth":"3","d":"M15.6 1 1 16.4M1 1l14.5 15.4"}]}]}]]}],["$","div",null,{"data-slot":"card-content","className":"px-3 flex flex-col gap-4 max-h-[70dvh] overflow-auto","children":["$","article",null,{"className":"$6b","children":[["$","p","0",{"children":["$","span","0",{"children":"This tension accounts for the fact that climate change can occupy two different places in the projects studied in WTFutures, as well as in the visions of the future articulated by their young participants:"}]}],"$L6c"]}]}],"$L6d"]}]}]]}],"$L6e","$L6f"]}]
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47:["$","p","11",{"children":["$","br","0",{}]}]
48:["$","p","12",{"children":["$","br","0",{}]}]
49:["$","p","13",{"children":["$","span","0",{"children":"The students were designing while living in a disaster. Some didn’t even have roofs over their heads. Despite that, they showed concern, creativity, and resilience. They gradually shifted from being overwhelmed to being more focused and hopeful. Their visions of the future were not dystopian, they were practical and optimistic. It says a lot about young people’s aspirations and how they want to face climate change. Policymakers, scientists, and activists should pay attention to these grounded, hopeful visions."}]}]
4a:["$","p","14",{"children":["$","span","0",{"children":"The process gave students emotional grounding. By the end of the semester, they felt more in control. The class became a form of therapy, a way to stop focusing solely on the disaster and instead imagine the future. They worked with cardboard mock-ups because computers weren’t an option. They embraced the power of imagination. This project was blessed by the sense of community it created."}]}]
4b:["$","p","15",{"children":["$","br","0",{}]}]
4c:["$","blockquote","16",{"children":["$","span","0",{"children":"“The anticipated result at the end of the semester was a selection of usable prototypes that addressed problems in their community. In the project, the concept of community was defined as the people with whom the students commune with such as their friends, family, and people who live on their street, among others. The final prototypes did not have to be fully functional, and could in fact be conceptual proposals, so long as they responded to the needs of users.”"}]}]
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50:["$","p","20",{"children":["$","br","0",{}]}]
51:["$","p","21",{"children":["$","br","0",{}]}]
52:["$","p","22",{"children":["$","span","0",{"children":"The following themes were identified in the responses to the questions:"}]}]
53:["$","ol","23",{"children":[["$","li","0",{"value":"1","children":[["$","b","0",{"children":["$","strong","0",{"children":"Inside and outside of the catastrophe"}]}],["$","span","1",{"children":" – where some people seemed to live in a bubble because very little had happened to them when compared to people whose lives had been devastated within the same community. Gabriel, who identified this theme was working with his own community"}]]}],["$","li","1",{"value":"2","children":[["$","b","0",{"children":["$","strong","0",{"children":"Apagado (turned off) "}]}],["$","span","1",{"children":"- where some people had a lack of energy and emotional engagement to confront coping with the disaster. Luisa, who identified this theme, was working with a community in a nearby town, Humacao, and also with a close friend who had lost everything. She also used the resilience toolkit as she said it helped her to focus. "}]]}],["$","li","2",{"value":"3","children":[["$","b","0",{"children":["$","strong","0",{"children":"Survival mode"}]}],["$","span","1",{"children":" – Where people accepted any job as a response to the massive rise in unemployment. Luis, who explored this theme, was working with people who lived on his street."}]]}],["$","li","3",{"value":"4","children":[["$","b","0",{"children":["$","strong","0",{"children":"Mobility"}]}],["$","span","1",{"children":" – People lacked access to places since roads were blocked, and bridges had collapsed. Post-María it took a very long time to travel from one place to another. Tonio was working with a relative who has a farm. He was also using the resilience toolkit to support his research. "}]]}],["$","li","4",{"value":"5","children":[["$","b","0",{"children":["$","strong","0",{"children":"Emotional regulator "}]}],["$","span","1",{"children":"- where people had to learn how to be stoic and level headed. Ana worked with her family as her community. A family member who had maintained calmness and strength despite the stresses of the situation had inspired her. She also used the resilience toolkit as part of her process."}]]}],["$","li","5",{"value":"6","children":[["$","b","0",{"children":["$","strong","0",{"children":"One day at a time "}]}],["$","span","1",{"children":"- The act of planning under these circumstances had become impossible. Josefina, who was researching this theme, was focusing on her own family."}]]}],["$","li","6",{"value":"7","children":[["$","b","0",{"children":["$","strong","0",{"children":"Reusing resources "}]}],["$","span","1",{"children":"- Trees were denuded and uprooted in the storm, and they are being discarded and not used. Greta proposed this theme."}]]}],["$","li","7",{"value":"8","children":[["$","b","0",{"children":["$","strong","0",{"children":"Garbage"}]}],["$","span","1",{"children":" – Although the garbage continued to be generated, garbage collection and recycling services had stopped. The professor, O’Neill, who also took part in the brainstorming and prototyping activities, proposed this theme."}]]}]]}]
54:["$","p","24",{"children":[["$","span","0",{"children":"(To read more about the themes identified, read the "}],["$","a","1",{"target":"blank_","href":"https://www.academia.edu/36761649/Puerto_Rico_2054_Design_Pedagogy_in_a_time_of_crisis","children":["$","u","0",{"children":["$","span","0",{"children":"research article"}]}]}],["$","span","2",{"children":")"}]]}]
55:["$","p","25",{"children":["$","br","0",{}]}]
56:["$","p","26",{"children":["$","br","0",{}]}]
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59:["$","p","29",{"children":["$","br","0",{}]}]
5a:["$","p","30",{"children":["$","span","0",{"children":"After the identification of problems and themes, students were asked to create sketches about their selected theme. Emphasis was placed on imagination and not trying to solve any problem. This gave them a chance to reflect on their feelings."}]}]
5b:["$","p","31",{"children":["$","span","0",{"children":"Though they could have chosen utopia or dystopia, students chose to envision a utopian Puerto Rico, and all but one future scenario described a Puerto Rico with a better future and better prepared for natural disasters. Without naming climate change implicitly, Climate change and disasters ruled the students daily lives during this exercise."}]}]
5c:["$","p","32",{"children":["$","br","0",{}]}]
5d:["$","p","33",{"children":["$","span","0",{"children":["When Maria teaches foresight and speculative writing, she steers students away from dystopias. She thinks it’s important to focus on plausible, positive ",["$","span","1",{"className":"long-word","children":"futures—realistic"}]," enough to strive toward, but hopeful enough to motivate action. Her dream is that students become conscious of what they can do now to shape those futures."]}]}]
5e:["$","p","34",{"children":["$","span","0",{"children":"Since the end of the project, she has also been encouraging students to work with soundscapes and storytelling, to develop richer, more immersive future scenarios."}]}]
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64:["$","ul","1",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"As either the source of specific problems (such as addiction) or a factor exacerbating preexisting issues such as loneliness, polarization and pollution."}]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"Or as part of the answer – sometimes even "}],["$","i","1",{"children":["$","em","0",{"children":"the"}]}],["$","span","2",{"children":" answer – to major challenges facing humanity, including climate change."}]]}]]}]
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67:["$","li","1",{"value":"2","children":["$","span","0",{"children":["A focus on complexity, the ",["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"interconnectedness"}]}]," of issues and the need to act at a global, systemic level."]}]}]
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6c:["$","ul","1",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"Some projects made climate change their initial, sometimes their sole focus – although for possibly different reasons."}]}],["$","li","1",{"value":"2","children":["$","span","0",{"children":"Other projects focused on how young people imagined the future, letting the participants define how central climate change was in their vision."}]}]]}]
6d:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/3-climate-change-as-the-central-theme","children":"Read full analysis"}]}]
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a4:T4a5,[&_audio]:mx-auto *:data-editor-footnotes:hidden **:data-lexical-vimeo:aspect-video *:data-lexical-vimeo:aspect-video prose prose-sm [&_h1,h2,h3,h4]:scroll-m-8 [&_img]:border [&_img]:max-h-[70vh] [&_img]:border-primary [&_figure]:text-center [&_figcaption]:*:text-muted-foreground [&_figure]:mx-auto [&_img]:mx-auto [&_table]:!text-base [&_table:has(td)_th]:!text-center [&_table:has(td)_th]:!p-4 [&_table:not(:has(td))_th]:!px-4 [&_table:not(:has(td))_th]:!font-normal [&_table:not(:has(td))_th]:!py-3 [&_td]:!p-2 [&_td_p]:!m-0 [&_th]:!bg-transparent [&_table_:is(h1,h2,h3,h4)]:!my-2 [&_table:not(:has(td))_th]:!border-2 [&_table:not(:has(td))_th]:!border-primary [&_table:has(td)_th]:!font-semibold prose-blockquote:border-l-primary md:prose-base prose-a:no-underline prose-a:hover:underline prose-a:text-primary prose-a:font-semibold text-sm/5 md:text-base max-w-5xl empty:hidden mx-auto w-full text-foreground prose-p:text-foreground [&_h1,h2,h3,h4]:pl-4 md:[&_h1,h2,h3,h4]:pl-8 [&_h1,h2,h3,h4]:font-medium [&_iframe]:max-w-full [&_iframe]:border [&_iframe]:mx-auto [&_h1,h2,h3,h4]:uppercase prose-strong:text-semibold prose-li:marker:text-foreground leading-5 [&_p]:!mb-1 [&_ul]:!mt-16f:["$","$L1f",null,{"children":[["$","$L20",null,{"className":"data-popup-open:text-foreground text-left text-xs","children":"Climate change as one theme among others"}],["$","$L21",null,{"className":"min-w-sm","positionerClassName":"z-100","render":["$","div",null,{"data-slot":"card","className":"bg-card text-card-foreground flex flex-col gap-3 rounded-none border py-3.5 w-full max-w-sm","children":[["$","div",null,{"data-slot":"card-header","className":"@container/card-header relative grid auto-rows-min has-data-[slot=card-title]:has-data-[slot=card-description]:grid-rows-[auto_auto] items-start gap-3 px-3 has-data-[slot=card-action]:grid-cols-[1fr_auto]","children":[["$","div",null,{"data-slot":"card-title","className":"text-primary uppercase leading-none max-w-[calc(100%-5rem)]","children":["Climate change as the central theme"," ","/ Climate change as one theme among others"]}],["$","$L22",null,{"render":["$","button",null,{"data-slot":"button","className":"inline-flex items-center justify-center gap-2 whitespace-nowrap text-base font-semibold transition-all duration-200 outline-none focus-visible:ring-[3px] focus-visible:ring-ring/50 disabled:pointer-events-none disabled:opacity-50 [&_svg]:pointer-events-none shrink-0 [&_svg]:shrink-0 text-primary hover:bg-accent hover:text-accent-foreground size-7.5 [&_svg:not([class*='size-'])]:size-5"}],"data-slot":"button","className":"inline-flex items-center justify-center gap-2 whitespace-nowrap text-base font-semibold transition-all duration-200 outline-none focus-visible:ring-[3px] focus-visible:ring-ring/50 disabled:pointer-events-none disabled:opacity-50 [&_svg]:pointer-events-none shrink-0 [&_svg]:shrink-0 text-primary hover:bg-accent hover:text-accent-foreground size-7.5 [&_svg:not([class*='size-'])]:size-5 ml-auto absolute right-0 -top-2.5","popoverTargetAction":"hide","children":["$","svg",null,{"xmlns":"http://www.w3.org/2000/svg","fill":"none","viewBox":"0 0 17 18","children":["$","path",null,{"stroke":"currentColor","strokeWidth":"3","d":"M15.6 1 1 16.4M1 1l14.5 15.4"}]}]}]]}],["$","div",null,{"data-slot":"card-content","className":"px-3 flex flex-col gap-4 max-h-[70dvh] overflow-auto","children":["$","article",null,{"className":"$a4","children":[["$","p","0",{"children":["$","span","0",{"children":"This tension accounts for the fact that climate change can occupy two different places in the projects studied in WTFutures, as well as in the visions of the future articulated by their young participants:"}]}],"$La5"]}]}],"$La6"]}]}]]}]
71:["$","ul","1",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"Within the present economic and institutional frameworks changes occur through .  regulations and personal and corporate behaviors, as well as by using technology in order to maximize efficiency;"}]}],["$","li","1",{"value":"2","children":["$","span","0",{"children":"Or rather via disruptive or even revolutionary changes, either in terms of social and economic systems, or in terms of technological breakthroughs making today’s problems and ways of thinking obsolete."}]}]]}]
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77:["$","li","1",{"value":"2","children":["$","span","0",{"children":"And descriptive narratives, which focus on imagining future life experiences, environments, opportunities and issues, without advocating a particular course of action."}]}]
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7c:["$","li","1",{"value":"2","children":["$","span","0",{"children":"Speculative images of the future, deliberately untethered from local conditions, and even sometimes from scientific or economic realism, in order to leave more space to imagination."}]}]
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9c:["$","img",null,{"src":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fpuerto-rico-2050%2Ffigure003.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","alt":"figure003.jpg","pictureClassName":"contents","className":"w-auto","media":"$undefined"}]
9d:["$","figcaption","1",{"children":["$","p","0",{"children":["$","span","0",{"children":"This was Luisa’s response to the sketch challenge as a response to the problem that she had identified: Apagado (turned off). Source: O’Neill"}]}]}]
9e:["$","img",null,{"src":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fpuerto-rico-2050%2Ffigure_014-puerto-rico-1.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","alt":"figure_014-puerto-rico-1.jpg","pictureClassName":"contents","className":"w-auto","media":"$undefined"}]
9f:["$","figcaption","1",{"children":["$","p","0",{"children":["$","span","0",{"children":"“One day at a time” toolkit with a puzzle and simple daily tasks to strengthen self- motivation. Source O’Neill"}]}]}]
a2:["$","li","1",{"value":"2","children":["$","span","0",{"children":["A focus on complexity, the ",["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"interconnectedness"}]}]," of issues and the need to act at a global, systemic level."]}]}]
a3:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/2-focus-on-individual-actions","children":"Read full analysis"}]}]
a5:["$","ul","1",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"Some projects made climate change their initial, sometimes their sole focus – although for possibly different reasons."}]}],["$","li","1",{"value":"2","children":["$","span","0",{"children":"Other projects focused on how young people imagined the future, letting the participants define how central climate change was in their vision."}]}]]}]
a6:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/3-climate-change-as-the-central-theme","children":"Read full analysis"}]}]
a8:["$","ul","1",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"Within the present economic and institutional frameworks changes occur through .  regulations and personal and corporate behaviors, as well as by using technology in order to maximize efficiency;"}]}],["$","li","1",{"value":"2","children":["$","span","0",{"children":"Or rather via disruptive or even revolutionary changes, either in terms of social and economic systems, or in terms of technological breakthroughs making today’s problems and ways of thinking obsolete."}]}]]}]
a9:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/4-continuity-with-current-models","children":"Read full analysis"}]}]
ab:["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"responsibilities"}]}]
ac:["$","li","1",{"value":"2","children":["$","span","0",{"children":"And descriptive narratives, which focus on imagining future life experiences, environments, opportunities and issues, without advocating a particular course of action."}]}]
ad:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/5-prescriptive-narratives","children":"Read full analysis"}]}]
af:["$","li","1",{"value":"2","children":["$","span","0",{"children":"Speculative images of the future, deliberately untethered from local conditions, and even sometimes from scientific or economic realism, in order to leave more space to imagination."}]}]
b0:["$","p","2",{"children":["$","span","0",{"children":"As for all other tensions, these polarities are extremes, and many projects fall somewhere in between."}]}]
b1:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/6-grounded-narratives","children":"Read full analysis"}]}]
b4:["$","p","0",{"children":["$","span","0",{"children":"In this category, we encounter projects where community is the starting point of the futuring process, and/or the center of the narratives. For other groups of participants, community spirit is not yet a reality, but rather a wish for the future. Human relationships are also viewed as a strong lever of change and resilience to face any adversity in the future. This lever of change is already activated in certain contexts, in projects where young people are invited to engage in collective actions to build their preferred futures."}]}]
b5:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/8-community","children":"Read full analysis"}]}]
b7:["$","p","0",{"children":["$","span","0",{"children":["In this section, we look at what the projects say, not just in terms of policy ",["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"recommendations"}]}],", but also in terms of how young people perceive their political institutions, what they expect (and don’t expect) from them, and how they would transform them. This also leads to reflection on alternative governance mechanisms, as well as youth’s involvement in policymaking."]}]}]
b8:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/9-institutions-and-policies","children":"Read full analysis"}]}]
ba:["$","p","0",{"children":["$","span","0",{"children":"This theme relates to how young people try to define their personal and collective place, role, and purpose, in a world marked by climate change. From just growing up to finding one’s voice, to becoming active agents of change, the projects cover a wide spectrum of ideas and issues."}]}]
bb:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/10-purpose","children":"Read full analysis"}]}]
bd:["$","p","0",{"children":["$","span","0",{"children":"Several projects deal specifically with the range of emotions that climate futures elicit in young people – what is generally called eco-anxiety, but in reality, covers a wide, nuanced range of emotions. Some projects focus on measuring these emotions and understanding their causes and effects. Others try to find ways to help young people deal with these emotions. Others still are addressed to activists, and interested in the links between emotions and action."}]}]
be:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/11-emotions","children":"Read full analysis"}]}]
c0:["$","p","0",{"children":["$","span","0",{"children":["In the WTFutures corpus, health emerges as a subject interconnected with the impacts of climate change, but it is also a concern on its own – in part due to recent history which has produced a profound effect on young persons (",["$","abbr","1",{"children":["$","abbr","0",{"children":"COVID"}]}]," 19). Numerous narratives mention health issues and imagine how they could evolve in the future. Mental health, above all, is a subject that is very important for young people and that has emerged throughout the whole corpus."]}]}]
c1:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/12-health","children":"Read full analysis"}]}]
c3:["$","p","0",{"children":["$","span","0",{"children":"This section focuses on the links between climate change, climate action, and social justice. From looking at the consequences of climate change, to imagining climate action, the projects share one conclusion: climate change is not simply an environmental issue, it is deeply entangled with inequalities related to race, class, gender, geography, and political voice.  Many projects try to imagine how climate action and social justice action could happen together and feed into one another."}]}]
c4:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/13-social-justice","children":"Read full analysis"}]}]
c6:["$","p","0",{"children":["$","span","0",{"children":"In this section, we group projects that have focused, at least in part, on the production, distribution and use of resources (natural or other assets needed to fulfill tasks and needs). Two main categories of “resources” emerged from the WTFutures corpus: energy, and food."}]}]
c7:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/14-energy-and-resources","children":"Read full analysis"}]}]
c9:["$","p","0",{"children":["$","span","0",{"children":"Here, we are interested in all the plural forms that youngsters used to talk about nature, biodiversity, fauna, flora, and so on. Looking for these elements in the narratives helped us understand how young people might view the future relationships between humans and the rest of the living world."}]}]
ca:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/15-nature-and-biodiversity","children":"Read full analysis"}]}]
cc:["$","p","0",{"children":["$","span","0",{"children":"This section examines how, and how prominently, the perceived or expected effects of climate change influence how young people imagine the future. These impacts are now part of many young people’s immediate lived reality, and not just distant risks. As a consequence, youths may describe both how they personally organize around these effects, and how they collectively fight them and/or their causes – sometimes turning adaptation to climate constraints into catalysts for reimagining livable worlds."}]}]
cd:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/16-climate-impacts","children":"Read full analysis"}]}]