Learning Objectives

Participants…

• recognize and reflect on fundamental connections between climate and queerness in the context of global justice.
• reflect on structural discrimination and how queer communities are affected by the climate crisis.
• learn about examples of initiatives, individuals, and organizations advocating for global queer climate justice.

Process

Preparation

For preparation, the following blog post is read:
Neuffer, C. (2024, November 28). The sea levels are rising and so are we. Konzeptwerk Neue Ökonomie. Retrieved January 22, 2025, from https://konzeptwerk-neue-oekonomie.org/the-sea-levels-are-rising-so-are-we/

The facilitator should also read the puzzle cards (example cards and information cards), the solutions and the glossary beforehand. Depending on the desired difficulty level, the facilitator can decide how many puzzle card pairs to use. Using eight pairs is recommended as the standard. Keep in mind that the number of puzzle cards affects the game duration—more card pairs will require more time. The puzzle cards should be printed and cut out, and the glossary printed. Each group of four participants will need one puzzle card set and one glossary.

Implementation

1. Introduction (10 minutes)
   The facilitator introduces the topic, emphasizing the link between climate justice and the rights and empowerment of queer people. They explain the method’s process and the task for group work. The facilitator also notes that the method addresses explicit experiences of discrimination (see the content note under Tips for Facilitators).
2. Puzzle (20 minutes)
   Participants divide into groups of four. Each group receives one puzzle card set and one glossary. Within the groups, two participants take the information cards, while the other two take the example cards. One team reads a card aloud, and the other team matches one of their cards by reading it and deciding which card fits best. The teams then switch roles: the matching team reads a new card aloud, and the other team matches one of their own cards. The game continues until all cards are matched.
3. Group Exchange (10 minutes)
   All participants move to a different table where another group has worked, so newly mixed groups sit together. The puzzles remain on the tables. The new groups review the puzzle at their table and compare it with the puzzle their original groups completed. If there are differences, they discuss and, if needed, rearrange some cards.
4. Debrief (20 minutes)
   In a larger group discussion, the following questions are addressed:

• How did it feel to find matching cards?
• What was new or interesting for you?
• How do you feel about the new information?
• In what ways are queer communities particularly affected by the climate crisis?
• What are the reasons why queer communities are, on average, more affected by the climate crisis?
• What happens in queer climate justice activism? Do you know any examples?
• What does this quote mean to you, in relation to the puzzle and the topic? What connections do you see?
  “There is no such thing as a single-issue struggle because we do not live single-issue lives” – Audre Lorde, a renowned poet, feminist, and civil rights activist.
  (Lorde, A. (1984). Sister Outsider: Essays and Speeches. Crossing Press.)

Tips and Notes for Facilitators

• Glossary: A glossary with specific terms from the field is available. It helps the facilitator prepare thoroughly by reviewing the glossary and background text.
• Sensitivity to Discrimination and Power Dynamics: The facilitator should be aware of the different positions participants may hold in the group and address this sensitively. Pay attention to possible power dynamics and ensure that discriminatory statements or behaviors are not tolerated. If FLINTA* people (see Glossary) or other marginalized groups speak less, address this actively without making assumptions about gender identities.
• Content Note: This method addresses explicit experiences of discrimination and violence against LGBTQIA* people. Some cards contain discriminatory statements cited from real people. Inform participants about this content in advance and give them the option to prepare themselves or leave the room if necessary. Emphasize that there will be space for solidarity and support within the group. During the debrief, ensure the empowering examples are given enough attention to avoid a sense of helplessness or despair.
• Intersectionality (see Glossary) and Media Reflection: Highlight how queerphobia affects people who are also impacted by other forms of discrimination and how the climate crisis amplifies these effects. Incorporate current debates, especially when queer and climate activists are turned into scapegoats by the media.

Downloadable Materials

• Puzzle Cards
• Solutions
• Glossary

Sources and Further Reading

Great educational material for further work on climate and gender justice has been created by the collective Bildung für utopischen Wandel (http://buwa-kollektiv.de/). Their handbook KlimaQUEERechtigkeit provides facilitators with various methods and background information for educational work in this field:

Bildung für utopischen Wandel e.V. (2023). KlimaQUEERechtigkeit: Queerfeminismus und Klimagerechtigkeit zusammengedacht – Materialien für die Bildungsarbeit. https://buwa-kollektiv.de/materialien/methoden/klimaqueerechtigkeit/

Further examples of queer activism for inspiration for additional educational units can be found in the BUND youth brochure on the climate crisis and colonialism:

BUNDjugend. (2021, December). Kolonialismus und Klimakrise: Über 500 Jahre Widerstand. https://www.bundjugend.de/wp-content/uploads/2024/09/kolonialismus_und_klimakrise-ueber_500_jahre_widerstand-2.pdf

You can also find this post on our social media.

Tips for instructors
The way we learn about societal developments is changing – and with it our educational media. Global Citizenship Education is increasingly taking place online, but how can transformative education be transferred to everyday formats such as social media? Teenagers and young adults in particular are progressively acquiring knowledge via social media channels such as Instagram, Twitter or Tiktok. This opens up a window of opportunity for Global learning: By engaging with the audience in their everyday lives, they gain low-threshold access to global approaches. Also, their own role and self-efficacy is emphasised.
As a result, we have transformed some of our methods into small, digital learning units: Memes, infographics and short videos on climate justice, global inequalities and distribution issues. They enable small learning increments that use playful and humorous elements to facilitate reflection and engagement with larger learning objectives. These so-called microlearnings can be used as a discussion starter for a workshop, given as a follow-up or recommended for independent research.

You can also find this post on our social media.

Tips for instructors

The way we learn about societal developments is changing – and with it our educational media. Global Citizenship Education is increasingly taking place online, but how can transformative education be transferred to everyday formats such as social media? Teenagers and young adults in particular are progressively acquiring knowledge via social media channels such as Instagram, Twitter or Tiktok. This opens up a window of opportunity for Global learning: By engaging with the audience in their everyday lives, they gain low-threshold access to global approaches. Also, their own role and self-efficacy is emphasised.
As a result, we have transformed some of our methods into small, digital learning units: Memes, infographics and short videos on climate justice, global inequalities and distribution issues. They enable small learning increments that use playful and humorous elements to facilitate reflection and engagement with larger learning objectives. These so-called microlearnings can be used as a discussion starter for a workshop, given as a follow-up or recommended for independent research.

The participants

• expand their knowledge of current debates on solutions to the climate crisis
• learn about specific examples of technical solutions (hydrogen, electro mobility and geo-engineering) and critically examine their potential
• understand the connection between technological solutions to the climate crisis and global justice issues
• are encouraged to reflect on technological optimism and belief in progress in green capitalism and recognize that structural changes are needed

Procedure

Preparation

The facilitator familiarizes themself with all the working materials and gains a basic understanding of the various technological approaches covered in the method. The quotes are provided in a presentation or printed out. The worksheets are printed out in the required number.

Implementation

1. (10 minutes) Brainstorm

The facilitator shows a flipchart with the title “Solutions to the climate crisis”. The participants are asked to spontaneously name solutions that they have already heard about in their environment, in (social) media and in public debate. The first step is not about how “small” or “big” and far-reaching the solutions are, or whether and how useful the participants think they are. The solutions mentioned are all noted on the flipchart.

2. (15 minutes) Introduction

The facilitator shows the three quotes one after the other (see material for download). For each quote, the participants have a short time to discuss it in pairs. The following questions can help:

• Who is speaking?
• What is being said? What is the connection to the climate crisis?

The facilitator then asks what all these quotes are about. Depending on the answers, they explain that they are all about technical solutions to the climate crisis and that these are proposed as key solutions by various players from politics, science and business. In addition to the expansion of renewable energies, such as wind and solar energy, there is increasing talk of newer technologies, such as hydrogen as a fuel. The potential of these technologies to reduce greenhouse gas emissions is often the main topic of discussion. The high consumption of resources, the social and environmental damage caused or exacerbated by the extraction of resources, the unequal balance of power between the Global South and Global North and the risks of the new technologies are rarely discussed. In the following group work, the aim is to take a closer look at one of three approaches that are being promoted as technological solutions to the climate crisis. The three technological solutions to choose from are: Hydrogen, E-cars and Carbon Capture and Storage.

3. (40 minutes) Group work

Thefacilitator names the three technological approaches and briefly presents their potential contribution to reducing emissions.

Depending on their interests, the participants choose one topic each and get together in groups of 3-6 people to discuss the respective topics. Large groups can be divided again into two groups. It is important that there is at least one group for each topic and that the groups are of a similar size.

As soon as the groups are formed, they each receive a worksheet on the chosen topic (see material for download). The participants have 30-35 minutes to read the introductory text, consume the material contained in the worksheet, discuss the evaluation questions and formulate a reaction to one of the quotes. If necessary, the time for the group work can be extended if the groups are not ready after the given time. The facilitator is available for questions and possible support. Support should be actively offered, especially at the beginning of the group work and towards the end when formulating the reactions.

4. (10-15 minutes) Presenting reactions

The participants come back together and the quotes from the introduction are visualized again. One after the other, each group steps forward and reacts to one of the quotes with knowledge and arguments from the material. The reactions of the groups should be kept as short, crisp and clear as possible and should not take longer than 2-3 minutes per group.

5. (15-20 minutes) Group reflection

• How did you do with the group work? How easy/difficult was it for you to approach the topics with the help of the material?
• What was new? What was interesting?
• How did you feel about formulating a reaction?
• Where do you see a connection between technological solutions to the climate crisis and global (in)justice?
• Why do many actors in the climate crisis focus on technological solutions – despite the problems that come with them? What possible reasons can you think of?
• What contribution can technological solutions make to a more sustainable, fairer society? What would it take?

Variants

For a creative conclusion to the method, the participants create their own quote in the respective working groups. This should make critical reference to the content of the quotes presented at the beginning in a humorous way and incorporate the newly acquired knowledge.

Digital implementation

For the digital implementation, all participants need a digital device (preferably a PC) and the link to the video conference. The subsequent collection of solution approaches can either take place via the chat in the video conferencing tool or with the help of a word cloud.

Supplements for digital implementation:

• 1. (15 minutes) Introduction: At the start, the facilitator shares the quotes online as a presentation. Instead of an exchange in pairs, the participants can discuss the question of what all these quotes are about in the form of a popcorn round.
• 2. (40 minutes) Group work: For the group work, the participants join breakout rooms (at least 3, more if there are a large number of participants). They receive the worksheets as digital documents. They can either each consume the linked materials directly on their own digital device and then talk about them in the group, or one person from the group shares the screen and audio with the others. For group work, it is necessary for the facilitator to go into each breakout room at least once and offer support.
• 3. & 4. Presenting reactions & Evaluation: Take place again with everyone in the main room.

Tips and notes for facilitators

The method requires a certain amount of prior knowledge and familiarization with the topic by the facilitator. It is not necessary to understand all the chemical and physical processes of the technologies in detail, but a basic understanding of how the respective technology works is useful. For detailed questions, the participants can be referred to other sources.

For a more in-depth look at the topic, we recommend the following sources:

• Dossier Hydrogen: (https://konzeptwerk-neue-oekonomie.org/wp-content/uploads/2022/08/Hydrogen_and_Climate_Justice_2022.pdf)
• Lithium mining: What you should know about it. (https://utopia.de/ratgeber/lithium-abbau-das-solltest-du-darueber-wissen/)
• Videos from the Formando Rutas project (https://formandorutas.tech/)
• General information on false solutions: https://www.freitag.de/autoren/kathrin-hartmann/solch-gruener-schein
• “Pseudo Climate Solutions” Klimascheinlösungen.de (https://www.klimascheinloesungen.de/)

Depending on the target group, it is possible that the participants have so far mainly come into contact with technological solutions to the climate crisis. When critically examining such solutions, various reactions are possible, e.g. defensiveness, pessimism, hopelessness. It is advisable to pay particular attention to reactions of this kind among the participants. An appreciative attitude towards the different contributions of the participants and a general appreciation of controversy and discussion helps in dealing with this. If possible, the method is followed by a method from the “Alternatives” category or the “Good life can only exist for all” method to deepen the focus on structural global inequalities. To dive deeper into the topic of economic growth, the method “The two sides of the coin” can be used.

Possibilities for further work

• Building another world
• Who can make change?
• Good life can only exist for all

Working material for download

• Worksheet Carbon Capture and Storaga
• Worksheet E-mobility
• Worksheet Hydrogen
• Quotes Climate Solutions

Learning Objectives

The participants…

• Develop a (deeper) understanding of the complex processes of societal change.
• Broaden their perspective on various action possibilities for a socio-ecological transformation in Germany and worldwide.
• Recognize their own opportunities for action and are motivated to become active.
• Reflect on the connection between action strategies in Germany and global justice.

Process

Preparation

• The facilitator reads the background text and the definitions of the three strategies for change.
• The definitions of the strategies and the action cards (see downloadable material) are printed. Each small group needs a complete set of action cards.

Implementation

1. Introduction (10 minutes)
   The facilitator introduces the topic of the method. The following introduction text can be used and supplemented with information from the background text if needed:”Now we are going to focus on different ways to promote the transition towards a sustainable and just society. Many people and organizations have long been thinking about which strategies they can pursue to work for a good life for all. There are often discussions about which is the ‘best’ or ‘most effective’ strategy. At the same time, many people feel overwhelmed and disoriented in the face of the climate crisis and global injustice and don’t know what they can do themselves. In this method, we will explore a colorful range of existing action possibilities and categorize them strategically.People also have different opinions about how to categorize action possibilities and strategies. In this method, we distinguish between three important strategies for change:
   • Nowtopias: Experimenting with and practicing different forms of interaction on a small scale – through new practices, institutions, infrastructures, or organizational forms.
   • Radical Reforms: Changing laws, rules, infrastructures, and institutions step by step.
   • Resisting and Building Counterpower: Seeking direct confrontation or a break with existing institutions and social structures.”
2. Small Group Phase (25 minutes)
   The process of group work is explained, and the participants are divided into small groups of 4-5 people.Each group is assigned one of the strategies: Nowtopias, radical reforms, or resisting and building counterpower. (Alternatively, the participants can choose a strategy based on their own interests. If there are more than 15 participants, multiple groups can work on the same strategy.) Each group receives an envelope containing a copy of the definition of their respective strategy and the printed action cards (see downloadable materials).Participants first read the definition of their respective strategy and clarify any questions they may have. Then the group looks at the action cards. On the front side of the card, the action is depicted with a small image. On the back, participants find a brief description of the action and a link for more information. Participants discuss the actions and try to collectively determine which cards belong to their assigned strategy. If interested, they can follow the links for further information.
3. Presentation of Results (15 minutes)
   Back in the large group, each small group presents their strategy and how they categorized the action cards. The others can ask questions, and the large group can discuss whether the cards have been correctly assigned.
4. Evaluation (15 minutes)
   A selection of the following questions is then discussed:
   • How did you find the process of assigning the cards? What was challenging?
   • Which of the action possibilities do you think contribute to a socio-ecological transformation? How? Which do not?
   • Which strategies do you think are effective for global justice and sustainability? Is there a strategy that seems more important to you than the others? If so, why?
   • What impact do actions and strategies in Germany have on people and nature in the Global South?
   • What challenges and risks do you see with the respective strategies?
   • Which action possibilities have you already tried yourself? Which ones are you interested in? Which ones do you feel resistance toward? Why?
   • What other action possibilities do you know of?
   • “Without inner change, no outer change can happen. Without collective change, change is insignificant.” (Rev. angel Kyodo williams) How does this quote resonate with you?

Variations

• Brainstorming: At the beginning of the method, a collective brainstorming session on action possibilities can take place. The facilitator provides the same introduction. Before presenting the three strategies, the facilitator invites participants to name all action possibilities for a socio-ecological transformation that come to mind. The facilitator writes these on moderation cards. These cards are then distributed among the small groups in addition to the printed action cards, so they can also categorize their own ideas into the three strategies. The rest of the method proceeds as described above. If there is time, the method “Wer macht den Wandel” can be conducted before this method. The collected action possibilities of different actor levels can be written on moderation cards. See brainstorming and process for the rest of the procedure.

Tips and Notes for Facilitators

This method is particularly suitable for target groups that are already familiar with the basics of social and ecological problems and also have an interest in a socio-ecological transformation.

It is important to emphasize that there is no single solution or “correct” strategy for a socio-ecological transformation. Transformation processes are very complex, and a variety of different strategies, approaches, and actions are necessary.

Sources and further reading

• Barlow, Nathan/Regen, Livia/Cadiou, Noémie/Chertkovskaya, Ekaterina/Hollweg, Max/Plank, Christina/Schulken, Merle/Wolf, Verena (Hrsg.) (2022): Degrowth & Strategy. How to bring about social-ecological transformation. Mayfly Verlag.
• Konzeptwerk neue Ökonomie e.V. (Hrsg.) (2023): Bausteine für Klimagerechtigkeit. 8 Maßnahmen für eine solidarische Zukunft. München, oekom Verlag.
• Rev. angel Kyodo williams. www.revangel.com
• Schmelzer, Matthias & Vetter, Andrea (2021): Degrowth/Postwachstum zur Einführung. Junius Verlag
• Wright, Erik Olin (2017): Reale Utopien. Wege aus dem Kapitalismus. Suhrkamp Verlag.

For further instructions please open the document method instruction.

Note on use: The materials for this method were developed in the 2010s and therefore do not cover the current spectrum of debate. Current data or contributions may need to be researched for use.

Learning Objectives
Participants will:
• Learn about tangible examples of lived alternatives to growth-oriented economies and global justice, both in Germany and worldwide.
• Identify their own options for taking action and getting involved in similar alternatives.

Procedure

Background
The building block cards are particularly suited for use at the end of an event, to highlight participants’ own agency. A comprehensive overview and discussion of the relevance of specific lived alternatives can be found in the works of adrienne maree brown (Emergent Strategy) and Leah Lakshmi Piepzna-Smarasinha (Care Work: Dreaming Disability Justice).

Preparation
The texts and images for the building block cards should be printed double-sided. For multiple uses, it is recommended to laminate the cards.

Implementation

1. Exhibition Visit (20 minutes)
   The building block cards are placed around the room or hung up with the text facing upwards. Participants are invited to pair up, read a few examples that interest them, and discuss them.
2. Clarification Questions in the Large Group (10 minutes)
   The participants regroup to clarify any questions they may have.
3. Individual Reflection (10 minutes)
   Participants are given 10 minutes to design their own building block cards, answering the following questions: • What activities in your life would you write on a card? • What brings you the most joy or hope? • Which of the presented or other alternatives would you like to try? The cards will serve as a basis for the subsequent discussion.
4. Evaluation: Exchange in Small Groups (10 minutes)
   Participants form groups of four and share their cards with each other, discussing them during the remaining time.

Variations
In phase four, the exchange can also take place during a walk in pairs, if time allows. After the walk, participants return to the large group to wrap up the session.
If time remains after phase four, the facilitator can encourage participants to search online for alternatives in their local context. They should choose an alternative they would like to try and see if they can find something in their area.

Learning Objectives:

The participants…

• engage with various arguments for and against economic growth and discuss them with one another.
• critically reflect on economic growth in the context of global justice and the climate crisis.

Procedure:

Preparation:
This activity requires some preparation time. First, print, cut out, and glue the medals. Then, place them around the room where participants can easily read them and move around freely while viewing them. Alongside the medals, hang flip chart sheets with reflection questions (see materials) for the silent discussion. If the method is conducted without hanging or preparing the medals (see variation), the preparation time is reduced.

Implementation:

1. (5-10 Minutes) What is growth? :
   Begin by briefly discussing with the participants what is meant by economic growth and explaining what the Gross Domestic Product (GDP) is.
2. (10 Minutes) Why should the economy grow?:
   Next, briefly gather reasons why the economy should grow (write them down on the flip chart). Common arguments like jobs, prosperity, and tax revenues will usually be mentioned and can be found on the medals.
3. (5 Minutes) Explain the process:
   Now, explain the process: The medals, containing arguments for and against growth, are displayed around the room. Reflection questions encouraging silent discussion are also posted. For the silent discussion, blank flip chart sheets are placed around the room where participants can write their thoughts and questions, and comment on the contributions of others without speaking.
4. (20-30 minutes) Silent Discussion:
   Participants will have time to read the texts on the medals. During this time, the facilitator will be available for questions.
5. (10 Minutes) Evaluation:
   Conclude by gathering in a circle. The evaluation can focus on the following questions:
   • What was new to you in the room? What did you already know?
   • What interested, surprised, or made you think the most?
   • What are the connections between economic growth and global/climate justice?
   • Do we still need economic growth in Germany?
   • What about the countries in the Global South?
   • How do we ourselves contribute to growth in our daily lives?
   • What alternatives to a growth-oriented economy do you know or resonate with?
   • What challenges do you see in transitioning to an economy without growth?

Variations:

• The medals can also be worked on and presented in small groups. In this case, the medals can be used like worksheets.
• The debriefing can also be adapted to the “Fishbowl” method (see, for example, Fishbowl Method). It can be helpful to have the participants know in advance that they will be doing a Fishbowl discussion, to better prepare them for it. A Fishbowl discussion makes the method more challenging. Positions for the Fishbowl discussion could be:
  • Jobs and Social Systems: “Growth creates jobs and guarantees the stability of social systems” and “Redistribute work instead of seeking continuous growth.”
  • Global Social Equality: “Economic growth leads to social equality” and “Continuous economic growth is based on exploitation.”
  • Conceptions of Prosperity: “GDP is a good indicator of prosperity” and “We need other models to measure prosperity beyond GDP.”
  • Sustainability and Climate Change: “Economic growth enables climate protection and can be environmentally sustainable” and “Growth and sustainability/climate protection are mutually exclusive.”
  • Fishbowl Discussion on All Topics: “We need growth, but it must be environmentally and socially sustainable” and “We need a post-growth society.”

Digital Version:

This method is easily adaptable for a digital setting. All texts are available in PDF format and can be shared with participants.

A Fishbowl discussion also works digitally. You will need a shared document where the respective pro and con arguments are outlined. It can be made transparent how many seats are available for each argument by listing “Seat 1,” “Seat 2,” etc., under each argument. Once the discussion starts, participants can “take a seat” by writing their names in the document, and then “stand up” by removing their names when they are finished speaking.

Tips and Notes for Facilitators:

This method relies on participants’ self-directed learning. They can decide for themselves which texts they want to engage with more closely. It may be helpful to use only a selection of the medals. It’s essential for the facilitator to maintain neutrality and allow for both pro and con arguments to stand equally. The goal is for participants to form their own opinions without feeling judged.

Facilitators should also be aware that this topic can be complex and prepare accordingly. A background in feminist economic critique can enrich the method, as it offers a critical perspective on growth, especially concerning the undervaluation of care work. Additionally, the discussion about the viability of degrowth in a globalized world should not be overlooked.

Follow-up Possibilities:

This method is a good introduction to the topic. Depending on the focus, it can lead into various areas for further exploration. The methods touch on very complex phenomena, so depending on the audience, it might be worth delving deeper into specific points.