There can only be a good life for everyone

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

The facilitator should familiarize themselves with the video “Polluters and Plunderers: The Roots of Africa’s Crises.” To aid in understanding the video, we recommend visualizing the following phases shown in the short film on flip chart paper or index cards:

– 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.

To begin with, the context of the video should be explained. Depending on the participants’ level of knowledge, the facilitators should present the basic background of the definitions of “development” or “extractivism,” or work through them with the group.

2. Video (15 minutes)

The video “Polluters and Plunderers: The Roots of Africa’s Crises” is shown. Participants may take notes during the segment that is particularly relevant to them.

Afterward, participants from each small group come together (group puzzle) and discuss the various phases of the video. The following questions can then be introduced into the discussion:

• What are the historical contexts behind the current challenges on the African continent that are addressed in the film?
• Can you identify characteristics of the following aspects in the events depicted in the video: development, exploitation of ecosystems, extractivism, social movements, colonialism, or colonial continuities?

3. Alternatives (max. 30 minutes)

Participants remain in their current groups. Each group receives one of the cards containing a description of examples of alternatives.

On these cards, participants can learn about examples of alternatives that propose ideas of post-development, bottom-up transformation processes, and actions for the independence of groups or communities in colonized countries.

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

Each group reads the contents of the corresponding letter and identifies the key demands and messages. They also consider where there are points of connection to their own region or local context.

The groups take turns presenting one alternative at a time.

4. Evaluation (10 minutes)

To conclude, there will be a discussion with the entire group. Possible questions for this discussion include:

• What should we demand from our decision-makers in the Global North?
• What should we keep in mind when we are active in development policy or civil society?
• How can contact and exchange between movements in the Global South and the Global North take place on an equal footing?

The results of the discussion can be recorded on a flip chart or on separate flip chart 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.
• Awareness of Discrimination and Power Dynamics: As a facilitator, be aware of the different positions within the group and address them sensitively when necessary. Be mindful of potential power dynamics within the group and ensure that discriminatory statements or behaviors are addressed as such when they arise. In doing so, pay particular attention to keeping those affected by discrimination and their needs in mind. At the same time, practice not judging or devaluing the participants themselves, but rather critically addressing their discriminatory statements or behaviors.
• 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.

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”.

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