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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","$L6f"]}]
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43:["$","p","8",{"children":["$","br","0",{}]}]
44:["$","p","9",{"children":["$","span","0",{"children":"Many young participants hold basic ideas about the future that are shaped by dominant narratives they encounter in media, books, and films. It’s no surprise, then, that for many, the first things that come to mind when thinking about the future are the climate crisis and technology. These themes appear in nearly all the stories co-created with young people, although the collective creation also helps them move beyond them."}]}]
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47:["$","p","12",{"children":["$","br","0",{}]}]
48:["$","p","13",{"children":["$","span","0",{"children":"That being said, the most important topics emerging from the groups’ creative and reflexive work are the following:"}]}]
49:["$","ul","14",{"children":[["$","li","0",{"value":"1","children":[["$","b","0",{"children":["$","strong","0",{"children":"Environmental crises, ecological restoration, and the urgent need for sustainability"}]}],["$","span","1",{"children":" are recurring themes, reflecting growing concerns about the planet’s future, the necessity for action and, if we believe the stories, the reality of inaction."}]]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"The rise of "}],["$","b","1",{"children":["$","strong","0",{"children":["digitization, automation, ",["$","abbr","1",{"children":"AI"}]," and autonomous machines"]}]}],["$","span","2",{"children":" ("}],["$","i","3",{"children":["$","em","0",{"children":"aka"}]}],["$","span","4",{"children":" robots) also frequently appears, with a focus on how these technologies will affect the labor market, social structures, and individual purpose. As robots take over more tasks, young people question the role of human work and its significance in a highly automated world."}]]}]]}]
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4c:["$","p","17",{"children":["$","br","0",{}]}]
4d:["$","ul","18",{"children":[["$","li","0",{"value":"1","children":[["$","span","0",{"children":"Our young participants place significant emphasis on "}],["$","b","1",{"children":["$","strong","0",{"children":"mental health"}]}],["$","span","2",{"children":[". Mental health challenges are a constant concern in their stories, particularly regarding emotional regulation, loneliness, digital ",["$","span","1",{"className":"long-word","children":"overconsumption"}]," and/or bullying, and the loss of purpose due to automation. This often connects to a broader theme of losing deep and meaningful relationships."]}]]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"The theme of "}],["$","b","1",{"children":["$","strong","0",{"children":"surveillance"}]}],["$","span","2",{"children":[", especially through ",["$","abbr","1",{"children":"AI"}]," and intrusive technologies, also surfaces frequently. Young people do not want such control over their lives and, in their imagined futures, are prepared to resist a world dominated by artificial intelligence and other digital control mechanisms."]}]]}],["$","li","2",{"value":"3","children":[["$","span","0",{"children":"While society already feels the effects of increasing "}],["$","b","1",{"children":["$","strong","0",{"children":"polarization"}]}],["$","span","2",{"children":", this theme also appears frequently in their future stories. Whether it’s polarization due to identity politics, societal inequality, or the disparity between the rich and poor, the challenge of coexistence and understanding others emerges as a significant issue. At the same time, there is a strong desire, if not a necessity, to coexist despite these differences. This is evident in stories that feature refugees, where individuals are forced to leave their homes due to environmental challenges. Despite their differences, these characters are united by a common desire to confront difficult situations together and find new ways to survive."}]]}]]}]
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50:["$","iframe","21",{"data-lexical-youtube":"5ckVY_Rnzbk","width":"560","height":"315","src":"https://www.youtube-nocookie.com/embed/5ckVY_Rnzbk","frameborder":"0","allow":"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture","allowfullscreen":true,"title":"YouTube video"}]
51:["$","p","22",{"children":["$","br","0",{}]}]
52:["$","p","23",{"children":[["$","span","0",{"children":["The methodological approach of all workshops was based on a “Futures Literacy” framework. Initially championed by ",["$","abbr","1",{"children":"UNESCO"}],", "]}],["$","a","1",{"target":"blank_","href":"https://www.plurality-university.org/projects/the-future-is-now/erasmus-project-with-brussels-avenir-be-and-youthwatch-sk","children":["$","u","0",{"children":["$","span","0",{"children":"Futures Literacy"}]}]}],["$","span","2",{"children":" is defined as “the skill that allows people to better understand the role of the future in what they see and do”, “the capability of imagining diverse and multiple futures, and using futures as lenses through which we look at the present anew.”"}]]}]
53:["$","p","24",{"children":[["$","span","0",{"children":"Each session developed is a slightly different form, adapting to the participants, the context, and also experimenting with various approaches. In spite of those differences, a common pattern emerged, which has been translated into a “"}],["$","a","1",{"target":"blank_","href":"https://www.plurality-university.org/projects/the-future-is-now/the-futures-literacy-toolbox","children":["$","u","0",{"children":["$","span","0",{"children":"Futures Literacy Toolbox"}]}]}],["$","span","2",{"children":"”:"}]]}]
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56:["$","p","27",{"children":["$","br","0",{}]}]
57:["$","ol","28",{"children":[["$","li","0",{"value":"1","children":[["$","b","0",{"children":["$","strong","0",{"children":"Stage 1, “Connecting to your inner future”"}]}],["$","span","1",{"children":", aims at “understanding one’s basic relationship with, & engaging in conversations about, the Future(s).” It is mostly made up of short, playful, collective exercises."}]]}],["$","li","1",{"value":"2","children":[["$","b","0",{"children":["$","strong","0",{"children":"Stage 2, “Identifying trends, signals and factors of change”"}]}],["$","span","1",{"children":" was sometimes merged with the previous or following stages. It is mostly about being aware and/or understanding what generates change, and why the future is likely to be different from the present."}]]}],["$","li","2",{"value":"3","children":[["$","b","0",{"children":["$","strong","0",{"children":"Stage 3, “Crafting stories and images of the future”"}]}],["$","span","1",{"children":", is about imagining alternative futures. After testing with classic scenario methods, the project decided to focus on more creative practices: theatre, video, podcasts, collages… This resulted in 10 different, sometimes very imaginative, stories from 2050."}]]}],["$","li","3",{"value":"4","children":[["$","b","0",{"children":["$","strong","0",{"children":"Stage 4, “Your part in creating the future”"}]}],["$","span","1",{"children":", is about two things: making futures personal, by inviting participants to imagine themselves in the futures they have created together; and taking stock, by identifying the takeaways (in terms of skills, of emotions, of actions…) for each participant."}]]}]]}]
58:["$","p","29",{"children":["$","br","0",{}]}]
59:["$","iframe","30",{"data-lexical-youtube":"APS_tj-x73U","width":"560","height":"315","src":"https://www.youtube-nocookie.com/embed/APS_tj-x73U","frameborder":"0","allow":"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture","allowfullscreen":true,"title":"YouTube video"}]
5a:["$","p","31",{"children":["$","br","0",{}]}]
5b:["$","h1","32",{"id":"span-wow-span","children":["$","span","0",{"children":"Wow!"}]}]
5c:["$","p","33",{"children":[["$","span","0",{"children":"Among the most powerful "}],["$","a","1",{"target":"blank_","href":"https://www.plurality-university.org/projects/the-future-is-now/our-learning-journey","children":["$","span","0",{"children":"lessons learned from the project"}]}],["$","span","2",{"children":" are the following:"}]]}]
5d:["$","h2","34",{"id":"span-generating-hope-through-action-span","children":["$","span","0",{"children":"Generating Hope Through Action"}]}]
5e:["$","p","35",{"children":["$","span","0",{"children":"What was found significant through the experience of co-creating stories of different futures is that young people do see hope. Triggered (at least in part) by the Futures Literacy activities, they begin to realize that the future doesn’t have to be entirely dystopian, and to recognize the important role they have in shaping it. Often for the first time, they are also considering what they can do about it — whether individually or collectively."}]}]
5f:["$","p","36",{"children":["$","span","0",{"children":"A unique theme that stands out is the emphasis on personal agency and the belief that individual or collective action can drive significant change, offering a more optimistic view of societal transformation. Hope does not come from a passive belief in a positive future, it emerges from the participants’ realization that, in a generally more difficult environment, they can together be forces of change."}]}]
60:["$","h2","37",{"id":"span-getting-over-the-tired-utopia-vs-dystopia-debate-span","children":["$","span","0",{"children":"Getting Over the Tired Utopia vs. Dystopia Debate"}]}]
61:["$","p","38",{"children":["$","span","0",{"children":"While theoretically relevant, the classic distinction between probable and desirable futures did not prove very helpful in practice – especially during the early stages of the work."}]}]
62:["$","ul","39",{"children":[["$","li","0",{"value":"1","children":[["$","b","0",{"children":["$","strong","0",{"children":"Making the difference between “probable” and “desirable” is not as easy as it seems"}]}],["$","span","1",{"children":", especially when thinking about the future where complexity and uncertainty make it more difficult to untangle knowledge, beliefs, and values. When talking about a post-growth future, is it because we “objectively” think that the environment will force this future on us (‘probable’), or because we feel it will reconnect us to deeper sources of meaning and satisfaction (‘desirable’)? When refusing such a future, is it because we believe that technology will provide a way out of the environmental crises (‘possible’), or because it feels too bleak to even contemplate (‘"}],["$","i","2",{"children":["$","em","0",{"children":"un"}]}],["$","span","3",{"children":"desirable’)?… In our experience, these differences became more easy to discuss "}],["$","i","4",{"children":["$","em","0",{"children":"after"}]}],["$","span","5",{"children":" the group creation than before."}]]}],["$","li","1",{"value":"2","children":[["$","b","0",{"children":["$","strong","0",{"children":"Don’t ask participants to produce “positive futures”:"}]}],["$","span","1",{"children":" there is a strong pressure to generate positive images of the future. It is based on two assumptions that have not been verified in the project: first, that when left alone, people will tell overly dark (“dystopic”) stories; second, that dark images of the future breed despair and anomy. What we found in practice was that when given freedom, participants mostly told stories in which, in a world where life is generally more difficult than today (not an unreasonable assumption), the protagonists were able to carve out spaces for change, solidarity and hope. "}]]}],["$","li","2",{"value":"3","children":[["$","b","0",{"children":["$","strong","0",{"children":"People will, and should, disagree on what is a desirable future"}]}],["$","span","1",{"children":". Discussing desirable futures is in fact the essence of what politics is about. There is no reason why young people should agree about them more than their elders! The best that can be expected from the group effort should be to create images of the future where different values can cohabit, and in the reflexive phase at the end, to allow participants to debate their respective views of what is and isn’t desirable in a constructive way."}],["$","br","2",{}],["$","span","3",{"children":"Whereas, when the constraint to tell positive futures weighs too heavily, participants will often oblige by producing bland stories where things magically go right, with no trade-off nor major difficulties, removing most of the complexity that is such a central concept of Futures Literacy."}]]}],["$","li","3",{"value":"4","children":[["$","b","0",{"children":["$","strong","0",{"children":"It is more interesting, and more difficult, to help participants move away from the “tropes” coming out of the entertainment industry"}]}],["$","span","1",{"children":[". Young participants have all been exposed to movies, ",["$","abbr","1",{"children":"TV"}]," series, video games, novels and comics full of fancy technologies, savior heroes, “Big Brother” or ",["$","span","3",{"className":"long-word","children":"Terminator-like"}]," technologies, etc. This is where an open co-creation process, mostly directed by the needs to produce a good (shareable) story and media production, can help: by giving space to the imagination of all participants, by letting characters and stories unfold in unexpected ways, by leaving space for fun, etc."]}]]}]]}]
64:["$","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."}]}]]}]
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76:["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"responsibilities"}]}]
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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a0:["$","ul","1",{"children":[["$","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":["$","span","0",{"children":"Other projects focused on how young people imagined the future, letting the participants define how central climate change was in their vision."}]}]]}]
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a3:["$","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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a6:["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"responsibilities"}]}]
a7:["$","li","1",{"value":"2","children":["$","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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aa:["$","li","1",{"value":"2","children":["$","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."}]}]
ab:["$","p","2",{"children":["$","span","0",{"children":"As for all other tensions, these polarities are extremes, and many projects fall somewhere in between."}]}]
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af:["$","p","0",{"children":["$","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."}]}]
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b2:["$","p","0",{"children":["$","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."]}]}]
b3:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/9-institutions-and-policies","children":"Read full analysis"}]}]
b5:["$","p","0",{"children":["$","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."}]}]
b6:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/10-purpose","children":"Read full analysis"}]}]
b8:["$","p","0",{"children":["$","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."}]}]
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bb:["$","p","0",{"children":["$","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."]}]}]
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be:["$","p","0",{"children":["$","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."}]}]
bf:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/13-social-justice","children":"Read full analysis"}]}]
c1:["$","p","0",{"children":["$","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."}]}]
c2:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/14-energy-and-resources","children":"Read full analysis"}]}]
c4:["$","p","0",{"children":["$","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."}]}]
c5:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/15-nature-and-biodiversity","children":"Read full analysis"}]}]
c7:["$","p","0",{"children":["$","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."}]}]
c8:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/16-climate-impacts","children":"Read full analysis"}]}]