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11:["$","p","1",{"children":["$","span","0",{"children":"By construction, WTFutures attracted a larger number of projects who made climate change their sole or main focus."}]}]
12:["$","p","2",{"children":["$","br","0",{}]}]
13:["$","h1","3",{"children":["$","span","0",{"children":"Three ways to make climate change “central”"}]}]
14:["$","p","4",{"children":["$","span","0",{"children":"Among the projects that explicitly focused on climate change, we could identify three fairly different ways of framing their intention:"}]}]
15:["$","ol","5",{"children":[["$","li","0",{"value":"1","children":[["$","span","0",{"children":"Climate change is "}],["$","b","1",{"children":["$","strong","0",{"children":"the defining factor of change "}]}],["$","span","2",{"children":"influencing the conditions of life today (particularly in Africa, Pakistan, or in Pacific islands at risk of being submerged) and tomorrow ("}],["$","a","3",{"href":"/how/5-générations-f","rel":"noreferrer","children":["$","span","0",{"children":"Générations F"}]}],["$","i","4",{"children":["$","em","0",{"children":", "}]}],["$","a","5",{"href":"/how/42-imagining-2060","rel":"noreferrer","children":["$","span","0",{"children":"Imagining 2060"}]}],["$","i","6",{"children":["$","em","0",{"children":", "}]}],["$","a","7",{"href":"/how/13-puerto-rico-2054","rel":"noreferrer","children":["$","span","0",{"children":"Puerto Rico 2054"}]}],["$","span","8",{"children":"). The goal of the projects can be to help participants make sense of what is happening, learn to cope and/or become better able to project themselves into what that means for their future and that of their community – as a preamble to imagining what they can do about it. In some cases, one of the issues may be to “denaturalize climate change” ("}],["$","a","9",{"href":"/how/12-the-future-of-the-togolese-coastline","rel":"noreferrer","children":["$","span","0",{"children":"Futures and climate change with primary school pupils in Southern Togo"}]}],["$","span","10",{"children":"): since climate change is already part of the daily reality for many young people, they can see it as a “fact of nature”, losing track to its origin in human action, and therefore closing whole avenues of action (such as undoing some of the actions leading to climate change)."}]]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"Climate change, or one of its dimensions, is "}],["$","b","1",{"children":["$","strong","0",{"children":"a policy topic"}]}],["$","span","2",{"children":" which gives birth to a consultation (typically initiated by public institutions, such as Paris with "}],["$","a","3",{"href":"/how/7-défis-résilience","rel":"noreferrer","children":["$","span","0",{"children":"Défis Résilience"}]}],["$","span","4",{"children":" or Nantes with "}],["$","a","5",{"href":"/how/23-la-crise-dont-vous-êtes-le-héros","rel":"noreferrer","children":["$","span","0",{"children":"La Crise dont vous êtes le héros"}]}],["$","span","6",{"children":") or an address coming from citizen groups towards policymakers, institutions, and corporations."}]]}],["$","li","2",{"value":"3","children":[["$","span","0",{"children":"Climate change is "}],["$","b","1",{"children":["$","strong","0",{"children":"the common cause already shared by the participants"}]}],["$","span","2",{"children":", however the project pursues at least one additional goal:"}]]}],["$","li","3",{"value":"4","children":["$","ul","0",{"children":[["$","li","0",{"value":"1","children":[["$","span","0",{"children":"To develop a better understanding between various “constituencies”: young and old ("}],["$","a","1",{"href":"/how/14-centre-for-reworlding","rel":"noreferrer","children":["$","span","0",{"children":"Centre for Reworlding"}]}],["$","span","2",{"children":"), young people and older “experts” ("}],["$","a","3",{"href":"/how/22-el-futuro-es-clima","rel":"noreferrer","children":["$","span","0",{"children":"El Futuro es Clima"}]}],["$","span","4",{"children":"), activists and policymakers or corporate executives ("}],["$","a","5",{"href":"/how/4-climateworks-lab","rel":"noreferrer","children":["$","span","0",{"children":"ClimateWorks Lab"}]}],["$","span","6",{"children":")…"}]]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"To deal with the emotional effects of climate change – from the various forms of “eco-anxiety” down to serious mental health issues – either on everybody ("}],["$","a","1",{"href":"/how/25-the-eco-anxiety-africa-project","rel":"noreferrer","children":["$","span","0",{"children":"The Eco-anxiety Africa Project"}]}],["$","span","2",{"children":") or with a focus on climate activists ("}],"$L25","$L26","$L27","$L28"]}],"$L29"]}]}]]}]
16:["$","p","6",{"children":[["$","span","0",{"children":"One project connected to "}],["$","a","1",{"href":"/how/57-climate-action-photovoice","rel":"noreferrer","children":["$","span","0",{"children":"Climate Action Photovoice"}]}],["$","i","2",{"children":["$","em","0",{"children":" "}]}],["$","span","3",{"children":["followed a different path. The ",["$","abbr","1",{"children":"SEMI"}]," project (Science, Empowerment and Wonder for the Planet) reunited 80 young participants for a two-years co-creation process of a video installation . The themes they were given were youth participation and climate action. But by the end of the first year,  the students decided that they wanted to focus on action, and not exclusively around the climate crisis. They chose to add other issues to the project."]}]]}]
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18:["$","h1","8",{"children":["$","span","0",{"children":"Climate change among other challenges"}]}]
19:["$","blockquote","9",{"children":[["$","i","0",{"children":["$","em","0",{"children":"“Without naming climate change implicitly, Climate change and disasters ruled the students’ daily lives during this exercise.”"}]}],["$","br","1",{}],["$","a","2",{"href":"/how/13-puerto-rico-2054","rel":"noreferrer","children":["$","span","0",{"children":"Puerto Rico 2054"}]}]]}]
1a:["$","p","10",{"children":["$","span","0",{"children":"How does climate change feature in how young people imagine the future, when they are left free to articulate which topics make more sense to them?"}]}]
1b:["$","ul","11",{"children":[["$","li","0",{"value":"1","children":["$","span","0",{"children":"In a small number of projects, it appeared that the young participants had a superficial knowledge of the issues, for example putting pollution on par with climate change, or wishing the problem of climate change gone by 2040 thanks to a combination of magic technologies (infinite, clean energy) and easy changes (switching to electric cars). This could lead to minimizing the importance of climate change, as one technical, therefore solvable, issue among others."}]}],["$","li","1",{"value":"2","children":["$","span","0",{"children":["In most projects, however, young participants seemed well aware of the ",["$","span","1",{"className":"long-word","children":"characteristics"}]," and the importance of climate change. It figured clearly among the elements that shape their vision of the future (in general, and theirs in particular), however it is not alone: war and conflicts, technology (both as a positive and as a problematic force – addiction, isolation, violence…), mental health, as well as the dearth of economic/work opportunities in a world perceived as deeply unequal, also loom large in young people’s future landscapes."]}]}]]}]
1c:["$","blockquote","12",{"children":[["$","i","0",{"children":["$","em","0",{"children":"“Youth from marginalized communities shared how food security, housing access, and exposure to pollution shaped their understanding of sustainability.”"}]}],["$","br","1",{}],["$","a","2",{"href":"/how/16-net-zero-you-th","rel":"noreferrer","children":["$","span","0",{"children":"Net Zero and You(th)"}]}]]}]
1d:["$","ul","13",{"children":["$","li","0",{"value":"1","children":[["$","span","0",{"children":"The relationship to technology, and perhaps the relation to capitalism (identified within "}],["$","a","1",{"href":"/how/54-youth-talks","rel":"noreferrer","children":["$","span","0",{"children":"Youth Talks)"}]}],["$","span","2",{"children":", strongly influences how young people spontaneously frame the climate change issue. A large proportion of participants, particularly (but in no way exclusively) in East Asia trust technology – and the corporations that develop it – to come up with solutions within the current economic and social framing. All young participants seem to wish for a more sustainable, peaceful and understanding world. Not all of them, however, consider that major systemic changes are the conditions to reach that goal."}]]}]}]
1e:["$","blockquote","14",{"children":[["$","i","0",{"children":["$","em","0",{"children":"“Concerns about wars and conflicts, alongside economic inequalities and depletion of resources, reveal the paradox between aspirations of peace and social justice and the realities of a world troubled by tensions and disparities. How can we find our way in a world that aspires to stability when we are constantly jostled by conflicting forces?” "}]}],["$","a","1",{"href":"/how/54-youth-talks","rel":"noreferrer","children":[["$","i","0",{"children":["$","em","0",{"children":"Y"}]}],["$","span","1",{"children":"outh Talks"}]]}]]}]
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29:["$","li","2",{"value":"3","children":[["$","span","0",{"children":"To change how climate specialists and activists frame climate issues and proposals and engage with the rest of the world ("}],["$","a","1",{"href":"/how/16-net-zero-you-th","rel":"noreferrer","children":["$","span","0",{"children":"Net Zero and You(th)"}]}],["$","i","2",{"children":["$","em","0",{"children":", "}]}],["$","a","3",{"href":"/how/40-justfutures","rel":"noreferrer","children":["$","span","0",{"children":"JustFutures"}]}],["$","span","4",{"children":")."}]]}]