The participants…

• recognize global justice as a broad and complex topic with which many aspects and questions are connected.
• recognize and reflect on similarities and differences of power-critical (in the Global South and North).
• learn about demands / approaches for political measures to strengthen global justice.

Procedure

Background

The introduction of the method will be with the presentation of a short film animation “Global Justice!”. This is followed by a space for discussion and reflection to critically generate a recognition of the power relations between the Global South and the Global North. Through the analysis of the images of some scenes of the animation.

It is suggested that the facilitator inquires about definitions of Global South and Global North in terms of power relations and background information, such as colonialism or extractivism. Global justice and social inequalities are also key words for the implementation of this method. The facilitator may find and extra document with some contextual information that may be used as a guide for implementation, like a background text for the short film animation as a work material and the reference of a glossary of Global learning.

Critical thinking in educational work invites the participants to create their own criteria of analysis. It is important to listen to what the participants say about the topics and open up a space for the participants to develop their own ideas, suggestions or solutions.

All concepts that are presented have a theoretical and social movements background. The method is meant to open up a space for developing solutions. For the facilitator role, it is important to listen to the participants in order to know if they understand the meaning of the concepts and if they can relate with their own knowledge or experiences.

Preparation

The room needs to be adequate to watch the video together as a group with projector and speakers.

For the work in small groups, it is helpful to print out the screenshots scenes. Each picture represents a concept like:

• “Global North and Global South”
• “Imperial mode of living”
• “Solidary mode of living”
• “Racism”
• “Global Justice”

Each screenshot scene can be accompanied by the concept title.

Implementation

1. “Global Justice!” Video (5 Minutes)

It is time to watch the video together. Before the projection starts, the facilitator may give some advice about the content of the animation.

2. Semiotic analysis (15 Minutes)

The entire group is divided into 5 small groups. Each group gets a screenshot scene and the title of the scene it describes:

• Scene 1, title: “Global North and Global South”
• Scene 2, title: “Imperial mode of living”
• Scene 3, title: “Solidary mode of living”
• Scene 4, title: “Racism”
• Scene 5, title: “Global Justice”

Each group should answer the following question based on what the participants see on the screenshots:

• What emotion does the combination of all the elements in the scene evoke in you?

• Which characters are involved in the scene?

• Briefly describe their function of the characters in the scene.

• What is the general mood of the scene?

3. Group discussion and evaluation (15 Minutes)

The participants come back together in the big group and now get the chance to talk about their exchange in the small groups.

After that, it is possible to bring the following questions into the group discussion:

• What measures would be necessary in order to achieve global justice?
• What would be an example of good living for everyone?

4. Check out (5 Minutes).

To finish, the facilitator asks everyone to stand up, jump up together and shake out the bodies and extremities, shake it all!

Digital version

For the implementation of the method digital consider the way to watch the video simultaneous all together, sharing the audio as well. It may need a platform where it may be possible to make small groups to split in the break our rooms for the second part, and share the screenshots scenes in digital format, the file could upload for example in the chat to share with the group.

Tips and advice for instructors

For this method the facilitator should bring a sensitivity for topics related to social inequalities. In this way, they can provide further background information on the concepts and/or provide examples. It is important, to create a space free of discrimination

Work material for download

• Screenshots Scenes to print out
• Background text for instructors
• Glossary: „Words of Global Learning“. Konzeptwerk Neue Ökonomie. Leipzig, 2022. PDF, 28 pages. https://konzeptwerk-neue-oekonomie.org/materialien/publikationen/

Sources

• “Global Justice!”, Video animation. Directed by Sulca Ariza. Konzeptwerk Neue Ökonomie, 2024. https://www.youtube.com/watch?v=gYClVu-Gy-E (11.02.2025)
• Kooperationsprojekt „Gemeinsam.Gerecht.Global – Sorgen, Lernen und Handeln in postmigrantischen Allianzen“. „Words of Global Learning“. Konzeptwerk Neue Ökonomie. Leipzig, 2022. https://konzeptwerk-neue-oekonomie.org/materialien/publikationen/
• Read write think, 2005. “Scene Analysis framework”. International Reading Association. https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson863/analysis.pdf

Learning goals

The participants…

• learn about the concept of the ecological footprint.
• are encouraged to critically reflect on their personal footprint and the focus on individual consumption in sustainability debates
• establish the connection between the ecological footprint and global justice issues. They reflect on their own needs and ideas of justice in this context.
• recognize opportunities for action and approaches to make society and the economy more sustainable.

Procedure

Preparation

The facilitator familiarizes themselves with the concept of the ecological footprint. To that aim, they read the background text for facilitators, do the footprint test themselves and watch the video. The video is in English. Subtitles in German can be added and the speed can be adjusted if necessary (see Tips and notes for facilitators)

For the third point, the facilitator selects four to six countries on the Global Footprint Network website https://data.footprintnetwork.org/#/ and notes their per capita footprint. It is suggested to choose countries with very different footprints.

Implementation

1. Input (5 minutes)

In a short input, the facilitator first introduces the ecological footprint as a method of measuring human consumption of natural resources. This is based on the background text for facilitators (see downloadable material). It is useful to simply to clarify the basics of the measurement of the ecological footprint at the beginning. For the following part, it is important that the participants know the average global footprint (2022: 2.6 gha), the average footprint in Germany (2022: 4.5 gha) and the average available biocapacity (2022: 1.5 gha). These three figures should be visualized on the pinboard to keep them present for further work. Questions of understanding should be clarified immediately.

2. Footprint calculation (35 minutes)

The participants calculate their personal ecological footprint and critically examine the concept of the ecological footprint. They use the footprint test from Global footprint network. To do this, they scan the printed QR code with their mobile devices (see download material) and click through the areas of nutrition, living, mobility and consumption independently. After each step, they receive a final result which also shows their personal ecological footprint compared to the average footprint in different countries and compared to the global biocapacity. The collective footprint, i.e. the ecological consumption caused by the overall infrastructure in a country, independent of personal consumption, is also indicated.

Immediately afterwards, the facilitator explains that there is also criticism of the concept of the ecological footprint and shows a short video (excerpt from: DW “Why Big Oil loves to talk about your carbon footprint” https://www.youtube.com/watch?v=vqZVCEnY-Us minute 0:00-03:14) about this. The video is in English, with German subtitles.

The results of the footprint test and the information from the video are then evaluated together. The following questions can be used for this:

• How did you feel when answering the questions?
• Are you surprised by your result?
• Why do you think your personal footprint is so big or so small?
• Which aspects of the footprint could you change and where do you actually have no influence? What possibilities do you see to reduce the collective footprint?
• Can everyone in Germany and globally make the same adjustments or are there differences?
• In the video, the protagonist asks himself: “Should I feel guilty about my ecological footprint? Or are these demands for personal sacrifice just a distraction from real solutions for the climate?” What do you think about this question?

3. Global Comparison (10-15 minutes)

In the next step, the participants look at the global comparison of the ecological footprints of different countries.

To do this, a line is first marked on the floor with masking tape or chalk that offers enough space for all participants to position themselves on it without any problems. Based on the average global footprint (2018: 2.8 gha), the participants should now estimate the size of the footprints of different countries. One end of the line stands for “much larger than the average global footprint”, the other end for “much smaller than the average global footprint”. The range can vary from country to country (for the USA, it is more appropriate to set the poles at “more than four times as large” and “as large as the average global footprint”).

The facilitator names a country and the participants line up on the marked line according to their estimations. After the participants have positioned themselves, they can justify their estimation before the actual size of the countries’ footprints is resolved. It is suggested to make line-ups for a maximum of six countries.

4. Evaluation (10-15 minutes)

The following questions can be used for the evaluation:

• What does a look at the ecological footprint help us to do? What information can it give us? What information can’t it give us?
• What is the difference between the personal footprint and the national footprint? Which do you think is more meaningful?
• Which countries have a particularly large footprint? How can this be explained?
• Do you see a connection between the level of material wealth and the size of the Footprint?
• The national footprint says nothing about which population groups in a country contribute to the footprint and to what extent. What differences do you think there are?
• Where do you see connections between the ecological footprint and economic growth?
• What are the possible consequences for our economy if we want to live within the Earth’s limits in the future?

4. Closing (20-30 minutes)

At the end of this unit, the participants can collect their own ideas and recommendations for reducing the ecological footprint in Germany. The focus should not be on individual consumer choices, but on (civil) society ideas and political measures that contribute to reducing the ecological footprint of the entire population. To this end, small groups are formed to make a bullet point list of their recommendations on posters and then present them to the large group.

Variations

The method is very extensive and takes a long time to complete. If there is not enough time during an educational session, the method can be shortened by leaving out individual parts of it.

For example, the focus can be placed either on the personal footprint and the criticism of it (1. and 2.), or on the country comparison and the major differences between countries of the Global North and countries of the Global South (1. and 3.). If all participants have only recently taken the footprint test, 2. can be skipped. The collection of ideas for reducing the footprint (4.) can be skipped in this method if another solution- or action-oriented method is used, e.g. “Building another world”, “Who can change things?”.

Digital version

The method can also be used in digital format with the following adjustments:

• 1. and 2. can be applied as described above. The video can be shown via “share screen”, or the participants receive the link via the chat and watch the video individually.
• 3. global comparison of ecological footprints of different countries: The participants are divided into small groups of 3-4 people and given access to the Footprint Network website: https://data.footprintnetwork.org/#/. The facilitator can also briefly show the page via “Share screen”. The participants are given the task of finding two countries as a group whose Footprint is below the sustainable average of biocapacity (as of 2024: 1.6 gha), two countries that are around the average, and two countries that are significantly above it. Back in the large group, the groups each present the countries they have found. The group then goes into a joint evaluation.
• 4. ideas for reducing the ecological footprint: At the end of the unit, the participants can brainstorm their ideas for reducing the footprint in Germany in an online word cloud tool. To do this, the facilitator shares the appropriate link and the participants type all their ideas into the tool. The participants then see everyone’s ideas in a word cloud and can discuss them briefly.

Tips and notes for facilitators

Video instructions:

The video is in English. To add subtitles, click on the “Settings” icon → Subtitles → Automatically translate → choose language. Click on the “Subtitles” icon to show the subtitles. The relevant section for the method is from minute 0:00 to minute 3:14.

The video is also very fast. Depending on the target group, it may be a good idea to reduce the playback speed to 0.75. To do this, click on the symbol for “Settings” → Playback speed → 0.75.

The footprint is a good way to visualize the consumption of ecological resources and thus make it useful for educational work. At the same time, the footprint is a very complex method of measurement. It is therefore advisable for facilitators to deal with the topic in more detail and to read the background text (see downloadable material) for facilitators in depth.

With this method, it is particularly important to ensure that the participants also critically examine the personal footprint and its history. When calculating the personal footprint, it should be ensured that there are no extreme comparative situations between participants or that individual participants are put on display. The method requires an awareness of the fact that individually sustainable behavior is often only possible with privileges. For example, taking the train is usually more expensive than flying. Organic and regional food from direct production is often more expensive than conventional food from the supermarket. Similarly, the question of reducing air travel is a completely different one for people whose family lives on another continent. At the same time, the method only partially reveals that the population group most responsible for greenhouse gas emissions is rich people. Poor and structurally discriminated people contribute far less to the average ecological footprint of a country. The focus on individual consumer behavior in the sustainability debate can therefore reproduce classist discrimination (= devaluation and exclusion based on social background or class). It is therefore important to raise awareness of the dimension of social inequality among the participants, particularly in the evaluation.

Greater individual awareness of sustainable consumption makes sense, but is by no means enough to really reduce greenhouse gas emissions on a large scale. The biggest sources of greenhouse gas emissions in Germany are the energy sector, industry and transport. Individuals can only have a very limited influence on these sectors. When it comes to ways to reduce the footprint, it is therefore important that the participants do not just stick to individual options for action as “sustainable consumption”, but also talk about what needs to be done at a political and societal level to reduce emissions and tackle the climate crisis and global inequality.

Possibilities for further work

• In-depth study of structural causes (z.B. Zeitstrahl, Autobahn im Kopf, Kolonialismus und Klimakrise)
• Alternatives and possible courses of action (z.B. Wo geht’s hier weiter?, Who can make change?)
  

Learning objectives

The participants…

• Get to know and reflect on concrete ideas of sustainable and public welfare-orientated development.
• Understand the globally dominant concept of development.
• Establish the connection between development and global justice issues and reflect on their own needs and ideas of justice in this context.
• Familiarize themselves with various examples of counter-movements and initiatives that develop, demand and implement alternatives in and to capitalism.

Procedure

(Background)

For a critique of development, it is important to analyze the socio-ecological effects and their colonial continuities. But also to know which alternatives and emancipatory actions are possible and lead to sustainable practices.

Instructors should be aware that the video represents a (historical) perspective on the topic of extractivism and development. We recommend familiarizing yourself with the complexity of the topic. On the one hand, this concerns the dominant idea of development in the Global North and criticism of this idea: mastery of nature through technological development and increased efficiency should create prosperity for all.

On the other hand, it is often a challenge for governments in the global South, for example, to break with an extractivist mode of production because the global economic system hardly allows this. Under these conditions, governments with an interest in social justice repeatedly finance social programs through the exploitation of natural resources. Although extraction rights are often awarded to companies from the Global North, this is not the case across the board, as the globalization of imperial ways of life and production has also given rise to internationally operating companies from countries of the Global South, which in turn are extractivist in other countries of the Global South. Finally, we would like to point out that the video ultimately comes to a head. Even within the Global South, the question of how social development should take place and what a good life for all might look like is naturally controversial.

Preparation

Set up the projector to prepare the workshop room. To aid understanding of the video, we recommend visualizing the following sequence of ideas shown in the short film.

Write them down on flip-chart paper or Moderation cards:

Title of the video: Polluters and Plunderers: The Roots of Africa’s Crises

Phases:

– 1 Autonomy and self-sufficiency

– 2 Industrialization, violence and the displacement of peoples

– 3 Corporate wealth and co-operations

– 4 Organizing for social justice

– 5 Independence of African countries

Implementation

1. introduction (5 minutes)

At the beginning, the context of the video and the associated questions should be clarified.

Depending on the participants’ level of knowledge, the leaders present or elaborate on the basic background of the definition of “development” or “extractivism” from the economic and capitalist context.

2. Video (15 minutes)

The video is shown. If the group is large enough, it is divided into five small groups at the end. Each small group is given the task of focusing on the presentation of one of the phases of the video.

The participants can take notes during the sequence that is particularly relevant to them.

The aim is to have an open discussion about each phase of the video with the whole group. Share and listen to their opinions on the situations and their outcomes.

Ask the group:

– Do you know the historical background and the current situation on the African continent?

– Can you recognize characteristics of the following aspects in the events in the video? Development, exploitation of ecosystems, extractivism, social movements, colonialism or colonial continuities?

3. Alternatives (max. 30 minutes)

If possible, we divide the group into five different groups again. Each group receives one of the cards with a description text of examples of “inclusive development”.

On these cards the participants can get to know examples of alternatives that propose an idea of post-development, transformation processes from below and actions for the independence of groups or communities in colonized countries.

• Chipko Indian-Movement
• Process of Black Communities – (PCN)
• La Via Campesina
• Swaraj or Radical Ecological Democracy (Eco-Swaraj)
• Degrowth

Each group should read the content of the relevant letter and then make a proposal for a campaign to promote the content of the information, how to make it happen or use these examples from their locality or region.

Present your campaign proposal in action mode to involve all participants in the group.

For this part of the method, it is important to have enough materials that can be used creatively.

4. Evaluation (10 minutes)

With this method we want to convey the message: “There can only be one good life for all!” by showing examples of a transformation towards a sustainable and just economy, it is necessary for societies in the Global South to act more “independently”… they can make their own economic decisions. Otherwise, this means that the influence and interests of the Global North must lose influence. There are also imperial projects within the Global South – China’s New Silk Road. If necessary, draw attention to this complexity without wanting to relativize the responsibility of the Global North – especially in order to avoid the risk of reproducing dualistic thinking

Participants can lead a discussion, which will take place in plenary. Possible evaluation questions in the plenary are:

– What should we demand from our decision-makers in the Global North?

– What should we pay attention to when we are active in development policy or civil society?

– How can contact and dialogue between movements in the Global South and the Global North take place on an equal footing?

The results of the discussion can be presented on a flip-chart or on separate paper.

Tips and advice for instructors

• Content Note:

As mentioned in the preparation part, it is important to make participants aware of the content, especially those who are directly affected by colonialism, to recognize the social inequalities and the emotional impact it causes. Create space for solidarity with their feelings and facilitate safe spaces that are free from discrimination and prejudice.

• Simple language:

It is advisable to keep the language simple. When talking about colonialism and development or looking for information, you may find information or content that is somewhat complex or academic. Think about the target audience to be addressed and decide on the depth of approach to the topics accordingly.

Possibilities for further work

The concept of development used here is also viewed critically by many voices from the Global South. We recommend the reference material of the “Voices from the South” method (method booklet “Beyond Growth!”) for dealing with this topic. It uses some terms that may not be clear to all participants. We recommend that trainers pay attention to this and explain difficult terms explicitly.

The following methods can also be used for this topic:

– “Prosperity and the good life”.

– “Global justice!”.

Sources and further information

WoMin African Alliance (https://womin.africa/)

WoMin is an alliance of organizations across the African continent working with national and regional movements and women’s organizations, as well as communities affected by mining and mega-infrastructure projects, to expose the impact of extractivism on African women and promote equitable, women-centred development alternatives. WoMin works in 11 countries in West, East and Southern Africa to bring a radical African ecofeminist agenda to the discussion on the climate crisis, climate justice and ways to protect the future of the planet and its people from corporations, their allied governments and elites in the Global North and South.

WoMin African Alliance, “Polluters and Plunderers: The Roots of Africa’s Crises”

https://womin.africa/polluters-plunderers-the-roots-of-africas-crises-animated-short-film-series

24.10.2024.

Video:

WoMin African Alliance. “Polluters and Plunderers: The Roots of Africa’s Crises” Youtube. 04.06.2021.

https://www.youtube.com/watch?v=lAqj-iSSvuQ.

Karten:

• Chipko-Bewegung Indien

Right Livelihood. Laureates. “The Chipko Movement”.

24.10.2024

• Prozess der schwarzen Gemeinschaften (Process of Black Communities – PCN)

Proceso De Comunidades Negras (PCN), “Reparación histórica“

https://renacientes.net/.

24.20.2024.

• La Via Campesina

La Via Campesina. “About La Via Campesina”.

https://viacampesina.org/en/international-peasants-voice

24.10.2024

• Swaraj oder Radikale Ökologische Demokratie (Swaraj or Radical Ecological Democracy (Eco-Swaraj)

Ashish Kothari, Ariel Salleh, Arturo Escobar, Federico Demaria, and Alberto Acosta. “Pluriverse. A POST-DEVELOPMENT DICTIONARY” Prakritik Swaraj (283). Radical Ecological Democracy (289). Tulika Book. India, 2019.

• Postwachstum (Degrowth)

Lewis, Oliver. Degrowth. “Degrowth and disagreement: Why engage with our strongest critics?”. 30.07.2024

https://degrowth.info/en/degrowth