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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"}}],["$","a",null,{"href":"/how/tag/23-youth-led?referrer=%2Fhow%3Ftag%3D23","className":"text-primary font-semibold hover:underline self-start text-base","children":"Read full analysis"}]]}]]}]
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6a:T4a5,[&_audio]:mx-auto *:data-editor-footnotes:hidden **:data-lexical-vimeo:aspect-video *:data-lexical-vimeo:aspect-video prose prose-sm [&_h1,h2,h3,h4]:scroll-m-8 [&_img]:border [&_img]:max-h-[70vh] [&_img]:border-primary [&_figure]:text-center [&_figcaption]:*:text-muted-foreground [&_figure]:mx-auto [&_img]:mx-auto [&_table]:!text-base [&_table:has(td)_th]:!text-center [&_table:has(td)_th]:!p-4 [&_table:not(:has(td))_th]:!px-4 [&_table:not(:has(td))_th]:!font-normal [&_table:not(:has(td))_th]:!py-3 [&_td]:!p-2 [&_td_p]:!m-0 [&_th]:!bg-transparent [&_table_:is(h1,h2,h3,h4)]:!my-2 [&_table:not(:has(td))_th]:!border-2 [&_table:not(:has(td))_th]:!border-primary [&_table:has(td)_th]:!font-semibold prose-blockquote:border-l-primary md:prose-base prose-a:no-underline prose-a:hover:underline prose-a:text-primary prose-a:font-semibold text-sm/5 md:text-base max-w-5xl empty:hidden mx-auto w-full text-foreground prose-p:text-foreground [&_h1,h2,h3,h4]:pl-4 md:[&_h1,h2,h3,h4]:pl-8 [&_h1,h2,h3,h4]:font-medium [&_iframe]:max-w-full [&_iframe]:border [&_iframe]:mx-auto [&_h1,h2,h3,h4]:uppercase prose-strong:text-semibold prose-li:marker:text-foreground leading-5 [&_p]:!mb-1 [&_ul]:!mt-134:["$","$2b","4",{"children":[["$","$L1f",null,{"children":[["$","$L20",null,{"className":"data-popup-open:text-foreground text-left text-xs","children":"Continuity with current models"}],["$","$L21",null,{"className":"min-w-sm","positionerClassName":"z-100","render":["$","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":["Continuity with current models"," ","/ Break away from current models"]}],["$","$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":"$6a","children":[["$","p","0",{"children":["$","span","0",{"children":"This tension opposes two visions on how today’s and tomorrow’s major challenges and changes can be addressed:"}]}],"$L6b"]}]}],"$L6c"]}]}]]}],"$L6d","$L6e"]}]
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42:["$","p","8",{"children":["$","span","0",{"children":"The course kicks off during a meeting that takes place in one of Utrecht’s creative spaces, outside of the university. The goal is to create a friendly, interactive space where students can both share, and come to accept the diversity of perspectives in the class."}]}]
43:["$","p","9",{"children":["$","span","0",{"children":"Students have been asked to come with something that describes “how they picture the future”. Some came with a text, or a poem, others with a drawing, one with a diorama. The first takeaway from this is to understand that one can think about the future in very different ways, and on very different scales (e.g., from personal to global). While these images of the future are being shared, students are invited to move in the room, depending on how close or far away they feel towards each image. Those closest or furthest away are asked to explain why. To move beyond superficial differences, another exercise encourages small group discussions between students who found themselves in different corners of the room, often in relation to  different academic backgrounds. On topics that can get very emotional, the goal, at this stage, is to encourage human-to-human interactions, with no need to perform in front of others."}]}]
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45:["$","h2","11",{"id":"span-the-creative-collective-for-utopia-span","children":["$","span","0",{"children":"The “Creative Collective for Utopia”"}]}]
46:["$","p","12",{"children":["$","span","0",{"children":["In the spirit of encouraging critical reflection while generating solidarity among them, students are welcomed as members of the ",["$","span","1",{"className":"long-word","children":"university-society"}]," boundary movement the “Creative Collectives for Utopia” (CC4Utopia)."]}]}]
47:["$","p","13",{"children":["$","span","0",{"children":"After the initial session, one half of the course is dedicated to introducing students to both theory as well as case studies. However, the more traditional lectures are interspersed with many experiential moments and exercises: “opinion lines” along which students stand to see their differences on a certain question; interrogate the coloniality behind a personal object that matters for each student; mapping the trip from home to university and reflecting on what is and is not on the map; collages from magazines to describe decolonial futures, etc."}]}]
48:["$","p","14",{"children":[["$","span","0",{"children":"Aside from not overloading students with content, one of the goals of these exercises is, in Josephine Chambers’ words, “"}],["$","i","1",{"children":["$","em","0",{"children":"to give students space where they can feel creative, where they can express their authentic emotions and their normative opinions on things, and navigate those differences together"}]}],["$","span","2",{"children":".”"}]]}]
49:["$","p","15",{"children":[["$","span","0",{"children":"The outcome of this first part are “Utopian Guides”, where each student distills what they learned about how people can think about, or engage with, the future, using creative forms with an audience in mind. A former high school teacher from Indonesia imagined a curriculum on futures for Indonesian students; others explored the power of music in processes of imagination; one student analyzed what dominant imaginaries were expressed in past issues of "}],["$","i","1",{"children":["$","em","0",{"children":"National Geographic"}]}],["$","span","2",{"children":"."}]]}]
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4b:["$","p","17",{"children":[["$","span","0",{"children":"The initial group, in 2023, also came up with a set of six “principles” that they see as “"}],["$","i","1",{"children":["$","em","0",{"children":"vital to consider in any initiative that seeks to reimagine and reshape the future"}]}],["$","span","2",{"children":"”: Plural process (effective participation and diversity), Decolonial justice (questioning dominant narratives and power relations to liberate imagination), Generative temporality (connecting past and future), Creative modes (to diversify modes of thinking as well as perspective and generate “compelling alternative imaginations of how the world could be otherwise”), Prefigurative power (looking for tangible and experiential futures, beyond pure imagination), and (Self)reflexive positionality (reflecting on how peoples’ background, experiences and identities shape preferred futures and ways of futuring)."}]]}]
4c:["$","h2","18",{"id":"span-engaging-with-real-world-creative-initiatives-span","children":["$","span","0",{"children":"Engaging with real-world creative initiatives"}]}]
4d:["$","p","19",{"children":["$","span","0",{"children":"In the second part of the course, students collaborated with real-life organizations that, as part of their work, engaged with imagination and the future in creative ways. Some were found close by, in the Netherlands, and others in Africa, Asia or Latin America. There were several challenges there. One was to avoid extractivism, just asking projects for their time while not knowing whether or how they would benefit from the students’ work. Part of the answer was to compensate them upfront for the time spent with the students. The other was for the students to find the right “distance” in order to be both appreciative and critical towards the projects, particularly for projects that come from a culture that they know little about: how, in the face of an ambitious, well-led, deeply grounded project, to be more than just supportive, but develop a reciprocal relation?"}]}]
4e:["$","p","20",{"children":[["$","span","0",{"children":"In the case of "}],["$","a","1",{"target":"blank_","href":"https://greenstatevision.info/","children":["$","u","0",{"children":["$","span","0",{"children":"West Papua’s “Green State Vision”"}]}]}],["$","span","2",{"children":[", the students came up with a list of questions that would help the organization further the different ways in which they imagined this future.  This year, the students are designing situations that can open up space for imagination in the context of crises of the imagination, such as the deadlock between farmers and the Dutch government, and the harmful hidden impacts of the ",["$","abbr","1",{"children":"EU"}],"’s green energy transition."]}]]}]
4f:["$","p","21",{"children":[["$","span","0",{"children":"Each year’s course ends with the publication of a booklet entirely produced by the students: “"}],["$","a","1",{"target":"blank_","href":"https://www.uu.nl/sites/default/files/CreativeCollectivesForUtopia-A-zine-created-by-students-of-the-Imagining-the-Future-for-Transformations-course-2023-%28web%29.pdf","children":["$","u","0",{"children":["$","span","0",{"children":"Creatives Collective for Utopia"}]}]}],["$","span","2",{"children":"” (2023;pdf), “"}],["$","a","3",{"target":"blank_","href":"https://www.uu.nl/en/media/114446","children":["$","u","0",{"children":["$","span","0",{"children":"Visions of Better Worlds"}]}]}],["$","span","4",{"children":"” (2024; pdf)."}]]}]
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51:["$","p","23",{"children":["$","br","0",{}]}]
52:["$","h1","24",{"id":"span-what-span","children":["$","span","0",{"children":"What"}]}]
53:["$","p","25",{"children":["$","span","0",{"children":"According to Josephine Chambers, the students’ feedback is very positive. However, the experience also taught the teachers a few things."}]}]
54:["$","p","26",{"children":["$","span","0",{"children":"Students expressed how much they appreciated having room for creative expression. Some were, however, anxious about how to approach the openness of creative assignments and still achieve a high grade Over time, most students came to appreciate this freedom of expression that is not so typical of academic assignments. "}]}]
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56:["$","p","28",{"children":["$","span","0",{"children":"One important issue from the start has been to deal with the powerful emotions that the course’s topic evoked within many of the students. These emotions are not just intellectual: young students may rightly feel, or even have experienced, that their personal future is as threatened, or limited, as the collective future."}]}]
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58:["$","p","30",{"children":["$","span","0",{"children":"Josephine Chambers mentions two distinct, although related, factors connected to these emotions: certainty, and polarization. Certainty would refer to the quick identification of what the causes of the problems are, who is responsible, and who can or cannot be part of the solution. Such certainty, though often born out of legitimate anger, can shut down the possibility to explore different possibilities."}]}]
59:["$","picture",null,{"className":"contents","children":[["$","source","max-480-https://wtfutures.assets.bureaudouble.com/sharp/1685370553.webp",{"width":480,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1685370553.webp","type":"image/webp","media":"(max-width: 480px)"}],["$","source","max-480-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":480,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B480%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 480px)"}],["$","source","max-720-https://wtfutures.assets.bureaudouble.com/sharp/1752359920.webp",{"width":720,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/1752359920.webp","type":"image/webp","media":"(max-width: 720px)"}],["$","source","max-720-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":720,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B720%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 720px)"}],["$","source","max-1024-https://wtfutures.assets.bureaudouble.com/sharp/408071190.webp",{"width":1024,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/408071190.webp","type":"image/webp","media":"(max-width: 1024px)"}],["$","source","max-1024-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D",{"width":1024,"srcSet":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0020.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1024%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","type":"image/jpg","media":"(max-width: 1024px)"}],["$","source","high-https://wtfutures.assets.bureaudouble.com/sharp/879978202.webp",{"width":1600,"srcSet":"https://wtfutures.assets.bureaudouble.com/sharp/879978202.webp","type":"image/webp"}],"$L9b","$L9c"]}]
5a:["$","p","32",{"children":["$","span","0",{"children":"Polarization, which can quickly appear within the class itself, could make it difficult for people harboring differing views on one or several issues to interact, evolve, and be open to different perspectives. Part of the pedagogical work was to deal with these potential issues, seeing them both as learning opportunities, and as moments of discomfort that should be navigated with care."}]}]
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5c:["$","p","34",{"children":[["$","span","0",{"children":"The course also grapples with the question of: is it the content (what is said about possible, desirable, etc. futures), or the process (how one creates space and capabilities for people to imagine)? One way to ease this tension is, in Chambers’ words, to “"}],["$","i","1",{"children":["$","em","0",{"children":"embed futures work into real social movements that are actively trying things out in the real world"}]}],["$","span","2",{"children":"”, rather than just dreaming futures in safe, privileged settings. This helps students learn that it is important to treat the content and process as intertwined."}]]}]
5e:["$","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"}]}],["$","span","2",{"children":" answer – to major challenges facing humanity, including climate change."}]]}]]}]
5f:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/1-technology-on-the-side-of-the-problem","children":"Read full analysis"}]}]
61:["$","li","1",{"value":"2","children":["$","span","0",{"children":["A focus on complexity, the ",["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"interconnectedness"}]}]," of issues and the need to act at a global, systemic level."]}]}]
62:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/2-focus-on-individual-actions","children":"Read full analysis"}]}]
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66:["$","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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6b:["$","ul","1",{"children":[["$","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":["$","span","0",{"children":"Or rather via disruptive or even revolutionary changes, either in terms of social and economic systems, or in terms of technological breakthroughs making today’s problems and ways of thinking obsolete."}]}]]}]
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76:["$","li","1",{"value":"2","children":["$","span","0",{"children":"Speculative images of the future, deliberately untethered from local conditions, and even sometimes from scientific or economic realism, in order to leave more space to imagination."}]}]
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99:["$","source","high-https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0034.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%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0034.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"}]
9a:["$","img",null,{"src":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0034.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","alt":"visions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0034.jpg","pictureClassName":"contents","className":"w-auto","media":"$undefined"}]
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9e:["$","img",null,{"src":"https://sharp.elias.systems/api/transformer?url=https%3A%2F%2Fwtfutures.assets.bureaudouble.com%2Fmedias%2Fprojects%2Fimagining-the-future-for-transformation%2Fvisions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0092.jpg&etag=%3Cunknown%3E&rotate=%5B%5D&resize=%5B1600%2Cnull%2C%7B%22withoutEnlargement%22%3Atrue%7D%5D&toFormat=%5B%22jpg%22%2C%7B%22quality%22%3A90%7D%5D","alt":"visions-of-better-futures-zine-creative-collectives-for-utopia-2024-web2_page-0092.jpg","pictureClassName":"contents","className":"w-auto","media":"$undefined"}]
a0:["$","li","1",{"value":"2","children":["$","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."]}]}]
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/2-focus-on-individual-actions","children":"Read full analysis"}]}]
a3:["$","ul","1",{"children":[["$","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":["$","span","0",{"children":"Other projects focused on how young people imagined the future, letting the participants define how central climate change was in their vision."}]}]]}]
a4:["$","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":["$","a",null,{"className":"hover:underline","href":"/what/tensions/3-climate-change-as-the-central-theme","children":"Read full analysis"}]}]
a6:["$","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."}]}]]}]
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/4-continuity-with-current-models","children":"Read full analysis"}]}]
a9:["$","span","1",{"className":"long-word","children":["$","span","0",{"className":"long-word","children":"responsibilities"}]}]
aa:["$","li","1",{"value":"2","children":["$","span","0",{"children":"And descriptive narratives, which focus on imagining future life experiences, environments, opportunities and issues, without advocating a particular course of action."}]}]
ab:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/5-prescriptive-narratives","children":"Read full analysis"}]}]
ad:["$","li","1",{"value":"2","children":["$","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."}]}]
ae:["$","p","2",{"children":["$","span","0",{"children":"As for all other tensions, these polarities are extremes, and many projects fall somewhere in between."}]}]
af:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/6-grounded-narratives","children":"Read full analysis"}]}]
b2:["$","p","0",{"children":["$","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."}]}]
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/8-community","children":"Read full analysis"}]}]
b5:["$","p","0",{"children":["$","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."]}]}]
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/9-institutions-and-policies","children":"Read full analysis"}]}]
b8:["$","p","0",{"children":["$","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."}]}]
b9:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/10-purpose","children":"Read full analysis"}]}]
bb:["$","p","0",{"children":["$","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."}]}]
bc:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/11-emotions","children":"Read full analysis"}]}]
be:["$","p","0",{"children":["$","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."]}]}]
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/12-health","children":"Read full analysis"}]}]
c1:["$","p","0",{"children":["$","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."}]}]
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/13-social-justice","children":"Read full analysis"}]}]
c4:["$","p","0",{"children":["$","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."}]}]
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/14-energy-and-resources","children":"Read full analysis"}]}]
c7:["$","p","0",{"children":["$","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."}]}]
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/15-nature-and-biodiversity","children":"Read full analysis"}]}]
ca:["$","p","0",{"children":["$","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."}]}]
cb:["$","div",null,{"data-slot":"card-action","className":"col-start-2 row-span-2 row-start-1 self-start justify-self-end px-3 text-primary font-bold leading-none","children":["$","a",null,{"className":"hover:underline","href":"/what/tensions/16-climate-impacts","children":"Read full analysis"}]}]
