four real utopias

This digital learning unit is inspired by the method “Another world under construction” and provides a concrete insight into four international, emancipatory lived alternatives. It begins with a quote from feminist author Ursula K. Le Guin, known for her political and intersectional science fiction, emphasizing the relevance of real utopias.

Following this, four international civil society actors are introduced, whose activism already points towards a globally just future: From a feminist care work perspective, the “Poliklinik” in Leipzig and “arcàdia”, an educational collective in an occupied neighborhood in Barcelona based on the pedagogy of Paulo Freire, are explored. Addressing the need for sustainable production methods and social cohesion, “unfuck fashion” from Barcelona/Berlin and the “Repair Café”, a repair collective from Mumbai, Hyderabad, and Bangalore in India, are highlighted.

This microlearning is also available on our Instagram (swipe right for the English translation). The actors are linked in the caption of the post, allowing participants to further engage with their activism and explore their profiles.

Tips for instructors

The way we learn about social processes is changing—and so are our educational media. Global learning is increasingly taking place in digital spaces, but how can power-critical education make the leap into everyday formats like social media?

Young people and young adults are increasingly acquiring knowledge through social media platforms such as Instagram, Twitter, or TikTok. This opens up an opportunity for global learning: By engaging learners in their everyday environments, access to global perspectives becomes more inclusive, and individuals gain a clearer sense of their role and agency.

For this reason, we have adapted some of our methods into small, digital learning units: memes, infographics, and short videos on climate justice, global inequalities, and distribution issues. These microlearnings allow for small learning steps that, through playful and humorous elements, encourage reflection and engagement with broader educational goals. They can serve as discussion starters for workshops, as follow-up materials, or as inspiration for independent research.