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a:["$","div","21",{"data-slot":"nav-item-container","data-active":"$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"}}],["$","a",null,{"href":"/how/tag/21-new-skills?referrer=%2Fhow%3Ftag%3D21","className":"text-primary font-semibold hover:underline self-start text-base","children":"Read full analysis"}]]}]]}]
b:["$","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"}]]}]]}]
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5c: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:["$","$2a","4",{"children":[["$","$L1e",null,{"children":[["$","$L1f",null,{"className":"data-popup-open:text-foreground text-left text-xs","children":"Continuity with current models"}],["$","$L20",null,{"className":"min-w-sm","positionerClassName":"z-100","render":["$","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":["Continuity with current models"," ","/ Break away from current models"]}],["$","$L21",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":"$5c","children":[["$","p","0",{"children":["$","span","0",{"children":"This tension opposes two visions on how today’s and tomorrow’s major challenges and changes can be addressed:"}]}],"$L5d"]}]}],"$L5e"]}]}]]}],"$L5f","$L60"]}]
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44:["$","figure","18",{"children":[["$","picture",null,{"className":"contents","children":[["$","source","max-480-https://wtfutures.assets.bureaudouble.com/sharp/1066071057.webp",{"width":480,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1066071057.webp","type":"image/webp","media":"(max-width: 480px)"}],["$","source","max-480-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":480,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 480px)"}],["$","source","max-720-https://wtfutures.assets.bureaudouble.com/sharp/1923307880.webp",{"width":720,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1923307880.webp","type":"image/webp","media":"(max-width: 720px)"}],["$","source","max-720-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":720,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 720px)"}],["$","source","max-1024-https://wtfutures.assets.bureaudouble.com/sharp/1868480914.webp",{"width":1024,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1868480914.webp","type":"image/webp","media":"(max-width: 1024px)"}],["$","source","max-1024-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":1024,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 1024px)"}],["$","source","high-https://wtfutures.assets.bureaudouble.com/sharp/1396573902.webp",{"width":1600,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1396573902.webp","type":"image/webp"}],["$","source","high-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":1600,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-202.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg"}],"$L86"]}],"$L87"]}]
45:["$","p","19",{"children":["$","span","0",{"children":"The research team also reported interesting conversations with students, discussing ways to protect their school from frequent climate events."}]}]
46:["$","p","20",{"children":["$","br","0",{}]}]
47:["$","blockquote","21",{"children":[["$","i","0",{"children":["$","em","0",{"children":"“[A] Global warming? We’ll use a bubble that protects the students from natural disasters."}]}],["$","br","1",{}],["$","br","2",{}],["$","i","3",{"children":["$","em","0",{"children":"[B] It depends on the extent of the disasters. We’ll just keep this scenario as a ‘possible’. It won’t be that bad. Right?"}]}],["$","br","4",{}],["$","br","5",{}],["$","i","6",{"children":["$","em","0",{"children":"[A] Well, we’re technically building this school in the middle of the desert. Right? I mean, it’s gonna be that bad. It’s in the middle of a desert."}]}],["$","br","7",{}],["$","br","8",{}],["$","i","9",{"children":["$","em","0",{"children":"[B] What are we talking about? Surely, it might be semi-arid soon?"}]}],["$","br","10",{}],["$","br","11",{}],["$","i","12",{"children":["$","em","0",{"children":"[A] Yeah. It is worth thinking about because the desert is rarely used, right?"}]}],["$","br","13",{}],["$","br","14",{}],["$","i","15",{"children":["$","em","0",{"children":"[C] So, you know, we can do something like on Mars that protects people from the environment."}]}],["$","br","16",{}],["$","br","17",{}],["$","i","18",{"children":["$","em","0",{"children":"[B] So this school looks like an entire society in a bubble."}]}],["$","br","19",{}],["$","br","20",{}],["$","i","21",{"children":["$","em","0",{"children":"[Q] And the students will come all the way from Sydney?"}]}],["$","br","22",{}],["$","br","23",{}],["$","i","24",{"children":["$","em","0",{"children":"[A]That’s the point. It’s a boarding school."}]}],["$","br","25",{}],["$","br","26",{}],["$","i","27",{"children":["$","em","0",{"children":"[Q] So, it’s just basically a school?"}]}],["$","br","28",{}],["$","br","29",{}],["$","i","30",{"children":["$","em","0",{"children":"[A] Definitely”"}]}]]}]
48:["$","p","22",{"children":["$","span","0",{"children":"[Interview group #4]"}]}]
49:["$","p","23",{"children":["$","br","0",{}]}]
4a:["$","figure","24",{"children":[["$","picture",null,{"className":"contents","children":[["$","source","max-480-https://wtfutures.assets.bureaudouble.com/sharp/181335250.webp",{"width":480,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/181335250.webp","type":"image/webp","media":"(max-width: 480px)"}],["$","source","max-480-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":480,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 480px)"}],["$","source","max-720-https://wtfutures.assets.bureaudouble.com/sharp/1038572073.webp",{"width":720,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1038572073.webp","type":"image/webp","media":"(max-width: 720px)"}],["$","source","max-720-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":720,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 720px)"}],["$","source","max-1024-https://wtfutures.assets.bureaudouble.com/sharp/211474673.webp",{"width":1024,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/211474673.webp","type":"image/webp","media":"(max-width: 1024px)"}],["$","source","max-1024-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":1024,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 1024px)"}],["$","source","high-https://wtfutures.assets.bureaudouble.com/sharp/260432339.webp",{"width":1600,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/260432339.webp","type":"image/webp"}],["$","source","high-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.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",{"width":1600,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.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","type":"image/jpg"}],"$L88"]}],"$L89"]}]
4b:["$","p","25",{"children":[["$","span","0",{"children":"Nonetheless, the students’ narratives did not differ a lot from what school is nowadays in terms of structure, organisation and principles. "}],["$","i","1",{"children":["$","em","0",{"children":"“Students tend to anticipate the continued core structures of schooling, albeit shaped by values of care and relationality.”"}]}],["$","span","2",{"children":" Moreover, they were greatly influenced by already existing “futuristic” innovations. For example, the building of “New Horizons 2070″ is directly issued from the Neom development in Saudi Arabia. It shows a tendency to replicate and take cues in the present, probably to ensure a sense of credibility."}]]}]
4c:["$","p","26",{"children":["$","br","0",{}]}]
4d:["$","p","27",{"children":["$","span","0",{"children":"This criticism led to a highly enriching discussion on the limits of the foresight framework:"}]}]
4e:["$","blockquote","28",{"children":["$","i","0",{"children":["$","em","0",{"children":["“If we wanted to support radical reimaginings of how young people might engage with learning then we should not have used the word ‘school’. Indeed our effort to support the speculative redesign of ‘future school’ highlighted the fact that school is one of the most obdurate ‘legacy ",["$","span","1",{"className":"long-word","children":"infrastructures"}],"’ in young people’ lives that impact any decisions that one might make about future possibilities. As Macgilchrist et al. (2024, p.19) put it: ”These legacy ",["$","span","3",{"className":"long-word","children":"infrastructures"}]," are never …‘neutral’: they afford and disafford certain ways of designing for post-digital futures as we experience path dependencies emerging from decisions made in the past about the sociotechnical worlds in which we live and the futures we hope to attain“.”"]}]}]}]
50:["$","ul","1",{"children":[["$","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."}]]}]]}]
51:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/1-technology-on-the-side-of-the-problem","children":"Read full analysis"}]}]
53:["$","li","1",{"value":"2","children":["$","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."]}]}]
54:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/2-focus-on-individual-actions","children":"Read full analysis"}]}]
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58:["$","ul","1",{"children":[["$","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":["$","span","0",{"children":"Other projects focused on how young people imagined the future, letting the participants define how central climate change was in their vision."}]}]]}]
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5d:["$","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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68:["$","li","1",{"value":"2","children":["$","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."}]}]
69:["$","p","2",{"children":["$","span","0",{"children":"As for all other tensions, these polarities are extremes, and many projects fall somewhere in between."}]}]
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88:["$","img",null,{"src":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fexploring-future-schools-scenarios-in-melbourne%2Fschool-20melbourne-203.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","alt":"school-20melbourne-203.jpg","pictureClassName":"contents","className":"w-auto","media":"$undefined"}]
89:["$","figcaption","1",{"children":["$","p","0",{"children":["$","span","0",{"children":"Scenario Three: Rich Park High"}]}]}]
8b:["$","li","1",{"value":"2","children":["$","span","0",{"children":["A focus on complexity, the ",["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"interconnectedness"}]}]," of issues and the need to act at a global, systemic level."]}]}]
8c:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/2-focus-on-individual-actions","children":"Read full analysis"}]}]
8e:["$","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."}]}]]}]
8f:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/3-climate-change-as-the-central-theme","children":"Read full analysis"}]}]
91:["$","ul","1",{"children":[["$","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":["$","span","0",{"children":"Or rather via disruptive or even revolutionary changes, either in terms of social and economic systems, or in terms of technological breakthroughs making today’s problems and ways of thinking obsolete."}]}]]}]
92:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/4-continuity-with-current-models","children":"Read full analysis"}]}]
94:["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"responsibilities"}]}]
95:["$","li","1",{"value":"2","children":["$","span","0",{"children":"And descriptive narratives, which focus on imagining future life experiences, environments, opportunities and issues, without advocating a particular course of action."}]}]
96:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/5-prescriptive-narratives","children":"Read full analysis"}]}]
98:["$","li","1",{"value":"2","children":["$","span","0",{"children":"Speculative images of the future, deliberately untethered from local conditions, and even sometimes from scientific or economic realism, in order to leave more space to imagination."}]}]
99:["$","p","2",{"children":["$","span","0",{"children":"As for all other tensions, these polarities are extremes, and many projects fall somewhere in between."}]}]
9a:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/6-grounded-narratives","children":"Read full analysis"}]}]
9d:["$","p","0",{"children":["$","span","0",{"children":"In this category, we encounter projects where community is the starting point of the futuring process, and/or the center of the narratives. For other groups of participants, community spirit is not yet a reality, but rather a wish for the future. Human relationships are also viewed as a strong lever of change and resilience to face any adversity in the future. This lever of change is already activated in certain contexts, in projects where young people are invited to engage in collective actions to build their preferred futures."}]}]
9e:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/8-community","children":"Read full analysis"}]}]
a0:["$","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":["$","span","0",{"className":"long-word","children":"recommendations"}]}],", but also in terms of how young people perceive their political institutions, what they expect (and don’t expect) from them, and how they would transform them. This also leads to reflection on alternative governance mechanisms, as well as youth’s involvement in policymaking."]}]}]
a1:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/9-institutions-and-policies","children":"Read full analysis"}]}]
a3:["$","p","0",{"children":["$","span","0",{"children":"This theme relates to how young people try to define their personal and collective place, role, and purpose, in a world marked by climate change. From just growing up to finding one’s voice, to becoming active agents of change, the projects cover a wide spectrum of ideas and issues."}]}]
a4:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/10-purpose","children":"Read full analysis"}]}]
a6:["$","p","0",{"children":["$","span","0",{"children":"Several projects deal specifically with the range of emotions that climate futures elicit in young people – what is generally called eco-anxiety, but in reality, covers a wide, nuanced range of emotions. Some projects focus on measuring these emotions and understanding their causes and effects. Others try to find ways to help young people deal with these emotions. Others still are addressed to activists, and interested in the links between emotions and action."}]}]
a7:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/11-emotions","children":"Read full analysis"}]}]
a9:["$","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":["$","abbr","0",{"children":"COVID"}]}]," 19). Numerous narratives mention health issues and imagine how they could evolve in the future. Mental health, above all, is a subject that is very important for young people and that has emerged throughout the whole corpus."]}]}]
aa:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/12-health","children":"Read full analysis"}]}]
ac:["$","p","0",{"children":["$","span","0",{"children":"This section focuses on the links between climate change, climate action, and social justice. From looking at the consequences of climate change, to imagining climate action, the projects share one conclusion: climate change is not simply an environmental issue, it is deeply entangled with inequalities related to race, class, gender, geography, and political voice.  Many projects try to imagine how climate action and social justice action could happen together and feed into one another."}]}]
ad:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/13-social-justice","children":"Read full analysis"}]}]
af:["$","p","0",{"children":["$","span","0",{"children":"In this section, we group projects that have focused, at least in part, on the production, distribution and use of resources (natural or other assets needed to fulfill tasks and needs). Two main categories of “resources” emerged from the WTFutures corpus: energy, and food."}]}]
b0:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/14-energy-and-resources","children":"Read full analysis"}]}]
b2:["$","p","0",{"children":["$","span","0",{"children":"Here, we are interested in all the plural forms that youngsters used to talk about nature, biodiversity, fauna, flora, and so on. Looking for these elements in the narratives helped us understand how young people might view the future relationships between humans and the rest of the living world."}]}]
b3:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/15-nature-and-biodiversity","children":"Read full analysis"}]}]
b5:["$","p","0",{"children":["$","span","0",{"children":"This section examines how, and how prominently, the perceived or expected effects of climate change influence how young people imagine the future. These impacts are now part of many young people’s immediate lived reality, and not just distant risks. As a consequence, youths may describe both how they personally organize around these effects, and how they collectively fight them and/or their causes – sometimes turning adaptation to climate constraints into catalysts for reimagining livable worlds."}]}]
b6:["$","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/16-climate-impacts","children":"Read full analysis"}]}]