Learning Goals
- Develop empathy and critical thinking about global environmental justice
- Understand class and location aspects of climate injustice
- Frame climate change as effect of economic and social systems
- Connect abstract climate concepts to human lived experience
- Understand class and location aspects of climate injustice
- Frame climate change as effect of economic and social systems
- Connect abstract climate concepts to human lived experience
Description
### Preparation
**Setting Up the Walk:**
- Place story cards at intervals around your room, corridor, or outdoor path with enough space between them
- Ensure groups of 3-4 can stop comfortably at each story without crowding
- Place a discussion sheet below each story card
- Have blank paper and pens available for groups to write comments
- Arrange space so groups can read, discuss, and write at each station
**Facilitator Preparation:**
- Read all story cards in advance to be familiar with details
- Prepare ideas for change from facilitator materials
- Think about regional context and participants' familiarity with story locations
- Plan bridge from previous activities
**Story Cards Setup:**
Each card typically includes:
- Person's name and location
- Their occupation/life
- Climate impact affecting them
- Economic or historical context
- The injustice element (why it's unfair)
---
## A. Introduction to the Walk (5 minutes)
**Optional Bridge from System Mapping:**
> "Now the global energy system map is very complex and rather abstract. Some of it is hard to understand just as boxes and arrows. Let's see what it means in real life."
**Introduction Prompt:**
> "We're going to highlight what our current energy and economic system means in reality—in the life of people in communities all over the world. As we walk through, you'll read real stories of people affected by climate change. Try to imagine their lives, their challenges, their resilience."
**Facilitate Empathy Development:**
> "These aren't statistics—they're real people. Listen to their stories. Try to put yourself in their situation."
---
## B. Going on the Walk (20 minutes)
**Group Formation:**
- Divide participants into small groups of 2-4 (consider providing choice)
- Explain the walk structure
**Instructions to Participants:**
> "Go on a climate inequality walk to reflect on the real life stories. At each station:
> 1. Read the story silently
> 2. Discuss it with your group
> 3. Comment on the story in writing on the discussion sheet
> 4. Read and comment on what previous groups wrote
> 5. Move to the next station when ready"
**Pacing:**
- Allow 3-5 minutes per station (depending on story length)
- Expect groups to move at different speeds—that's okay
- Have facilitators available to answer questions or help groups think deeper
**Circulation and Support:**
- Walk near groups to listen for questions
- Ask open-ended questions to deepen reflection:
- "What surprised you in this story?"
- "Why is this happening to this person?"
- "What role do systems play?"
- "What connects this story to others?"
- "How is this unjust?"
**Space for Emotion:**
- Some stories will be sad or difficult
- Validate emotional responses
- Create space for quiet reflection
- Normalize that climate justice can be emotionally challenging
**Possible Story Examples:**
While you'll use your facilitator materials, typical stories might include:
- **Bangladeshi farmer:** Rising sea levels threatening rice paddies, displacement, limited options
- **Pacific Islander:** Island nation facing disappearance, colonial history limits agency
- **African pastoralist:** Severe drought threatening livestock and livelihood, conflict over water
- **Indigenous community:** Forest conservation vs. economic development, cultural impacts
- **Asian industrial worker:** Factory pollution and climate impacts on health, limited resources
- **Small island nation diplomat:** Negotiating global climate action while facing existential threat
---
## C. Naming Risks (15 minutes)
Bring groups back together and have them present their learnings.
**Introduce Risk Categories:**
From facilitator materials, identify risk types:
- **Environmental risk:** Direct climate impacts (drought, flooding, storms, sea level rise)
- **Global injustice:** Unequal responsibility and impacts (richest caused least impact; poorest suffer most)
- **Community health risk:** Impacts on wellbeing, disease, malnutrition, mental health
- **Food or water insecurity:** Threats to basic survival needs
- **Economic vulnerability:** Lack of resources to adapt or recover
- **Political/cultural risk:** Loss of land, culture, identity, sovereignty
**Group Presentations:**
> "Now present your story. Share the risks that fit the story and explain why."
**Facilitation:**
- Listen to how groups connect story to broader systems
- Affirm accurate analysis
- Ask clarifying questions: "Which system caused that?" "Who benefits from that arrangement?"
- Help groups connect individual stories to patterns
**Collective Pattern Recognition:**
As stories are presented, help the group see patterns:
- Which groups are most affected?
- Which regions?
- Is there a pattern in who causes emissions vs. who experiences impacts?
- What role does poverty/wealth play?
- What role does geography play?
- What role does historical power dynamics play?
---
## D. Ideas for Change (15 minutes)
Move from problem recognition to possibility.
**Brainstorming Prompt:**
> "Looking at all these stories, what changes could reduce these risks? What needs to happen?"
**Moderate a Brainstorming Session:**
- Invite ideas from participants
- Record ideas on a board or large paper
- Organize by type (individual action, community action, policy, systemic change)
- Supplement with ideas for change from facilitator materials
**Possible Categories of Change:**
1. **Individual/Community Level:**
- Local adaptation projects
- Community land management
- Food sovereignty initiatives
- Local renewable energy
- Knowledge sharing and resilience-building
2. **National/Policy Level:**
- Climate adaptation funding
- Disaster risk reduction
- Renewable energy transition
- Agricultural support
- Land rights protection
3. **International/Systemic:**
- Climate finance (wealthy nations supporting vulnerable ones)
- Loss and damage funding
- Technology transfer
- Debt relief
- Reparations for historical injustice
- Fair trade and supply chain justice
4. **Economic System Change:**
- Moving away from extractive models
- Valuing ecological services
- Degrowth in wealthy countries
- Circular economy
- Alternative measures of success
**Critical Discussion:**
> "What's most important: helping people adapt to climate change, or preventing climate change? Or both?"
---
## E. Debrief (5 minutes)
**Wrap-Up Questions:**
> "Are there any open questions?"
**Summary Points:**
- Climate change is fundamentally an injustice issue
- The people most responsible are not the most affected
- Understanding human impacts motivates action
- Solutions must address root causes (systems), not just symptoms
- Hope comes from knowing what needs to change and that change is possible
**Link to Next Work:**
> "In our next activity, we'll look at how climate conflicts arise from these inequalities and what we can do about them as global citizens."
---
## Key Learning Points to Highlight
- Climate impacts are unequally distributed
- Vulnerability is often highest where responsibility is lowest
- Climate change is a justice issue, not just an environmental issue
- Economic systems, historical power dynamics, and geography all shape vulnerability
- Understanding injustice motivates more ambitious climate action
- Solutions require systemic change, not just individual action
## Why This Method Works
- Stories are memorable and emotionally engaging
- Movement keeps energy high and maintains engagement
- Walking creates space for processing emotions
- Group discussion deepens understanding
- Writing creates accountability and reflection
- Seeing multiple stories reveals patterns
- Connects abstract systems to human reality
## Modifications
### Time Variations
- **A-B (25 min):** Short walk, basic reflection
- **A-E (60 min):** Full activity as described
- **A-B as element of Module 3.2:** 20-min integration into system mapping
### Difficulty Levels
- **Basic:** 3-4 stories, simpler discussion questions, focus on empathy
- **Intermediate:** 5-6 stories, analysis of injustice, brainstorming solutions
- **Advanced:** 7-8 stories, system analysis, policy discussion, identifying leverage points
### Format Options
- **Physical walk:** Stories placed around room/corridor/outdoor space
- **Seated rotation:** Bring stories to participants; rotate facilitation stations
- **Digital:** Share stories via video, document, or virtual gallery walk
### Trauma Awareness
- **Note for facilitators:** Be aware of war traumas within the group
- Choose or adapt stories thoughtfully if group has refugee participants
- Allow people to opt out of specific stories if needed
- Normalize emotional responses
- Provide resources for processing difficult emotions
### Localization
- Include stories from participants' own regions
- Feature climate impacts participants care about
- Connect to local conflicts or adaptations
- Use familiar examples when possible
---
## Extended Activities
### Option A: Comparison Activity
- Divide class: half experiences the walk, half reads about wealthy countries' climate impacts
- Compare and discuss differences in story type, responsibility, impacts
### Option B: Letter Writing
- After debrief, participants write a letter to the person in their story
- Share insights they gained, questions, commitments to action
### Option C: Media Project
- Create photo essays, videos, or art inspired by the stories
- Share with broader community to spread awareness
### Option D: Research Project
- Investigate one story more deeply
- Find current information about that person/community
- Track what's changed, what help they're receiving, what's still needed
---
## Notes for Facilitator
Research shows that understanding climate impacts on a human level (through stories) is key to activating people to change how we use energy and organize our economy.
- Create space for genuine emotion—don't rush past sadness or anger
- Help participants connect personal emotions to systemic analysis
- Avoid guilt-tripping; focus on understanding and possibility
- Be prepared for strong reactions; have support resources available
- The goal is not despair, but clear-eyed understanding combined with hope about change
- Close on a note of agency: "These systems weren't inevitable. They can be changed."
## Standalone vs. Integrated Use
- **A-E (60 min) standalone:** Complete method on climate justice through human stories
- **A-B (25 min) integrated:** Element of Module 3.2 (Global System Mapping) linking systems to human reality
- **Bridge activity:** Between climate analysis and citizenship/action focus
- **Module 3 sequence:** Follows system mapping, leads to conflicts analysis
## Emotional Support Resources
Have available during and after:
- Space for quiet reflection
- Facilitators trained in emotional support
- Resources for processing difficult emotions (climate grief, eco-anxiety)
- Hopeful closing activities that show possibility for change
- Contact information for climate-focused mental health or activism support
**Setting Up the Walk:**
- Place story cards at intervals around your room, corridor, or outdoor path with enough space between them
- Ensure groups of 3-4 can stop comfortably at each story without crowding
- Place a discussion sheet below each story card
- Have blank paper and pens available for groups to write comments
- Arrange space so groups can read, discuss, and write at each station
**Facilitator Preparation:**
- Read all story cards in advance to be familiar with details
- Prepare ideas for change from facilitator materials
- Think about regional context and participants' familiarity with story locations
- Plan bridge from previous activities
**Story Cards Setup:**
Each card typically includes:
- Person's name and location
- Their occupation/life
- Climate impact affecting them
- Economic or historical context
- The injustice element (why it's unfair)
---
## A. Introduction to the Walk (5 minutes)
**Optional Bridge from System Mapping:**
> "Now the global energy system map is very complex and rather abstract. Some of it is hard to understand just as boxes and arrows. Let's see what it means in real life."
**Introduction Prompt:**
> "We're going to highlight what our current energy and economic system means in reality—in the life of people in communities all over the world. As we walk through, you'll read real stories of people affected by climate change. Try to imagine their lives, their challenges, their resilience."
**Facilitate Empathy Development:**
> "These aren't statistics—they're real people. Listen to their stories. Try to put yourself in their situation."
---
## B. Going on the Walk (20 minutes)
**Group Formation:**
- Divide participants into small groups of 2-4 (consider providing choice)
- Explain the walk structure
**Instructions to Participants:**
> "Go on a climate inequality walk to reflect on the real life stories. At each station:
> 1. Read the story silently
> 2. Discuss it with your group
> 3. Comment on the story in writing on the discussion sheet
> 4. Read and comment on what previous groups wrote
> 5. Move to the next station when ready"
**Pacing:**
- Allow 3-5 minutes per station (depending on story length)
- Expect groups to move at different speeds—that's okay
- Have facilitators available to answer questions or help groups think deeper
**Circulation and Support:**
- Walk near groups to listen for questions
- Ask open-ended questions to deepen reflection:
- "What surprised you in this story?"
- "Why is this happening to this person?"
- "What role do systems play?"
- "What connects this story to others?"
- "How is this unjust?"
**Space for Emotion:**
- Some stories will be sad or difficult
- Validate emotional responses
- Create space for quiet reflection
- Normalize that climate justice can be emotionally challenging
**Possible Story Examples:**
While you'll use your facilitator materials, typical stories might include:
- **Bangladeshi farmer:** Rising sea levels threatening rice paddies, displacement, limited options
- **Pacific Islander:** Island nation facing disappearance, colonial history limits agency
- **African pastoralist:** Severe drought threatening livestock and livelihood, conflict over water
- **Indigenous community:** Forest conservation vs. economic development, cultural impacts
- **Asian industrial worker:** Factory pollution and climate impacts on health, limited resources
- **Small island nation diplomat:** Negotiating global climate action while facing existential threat
---
## C. Naming Risks (15 minutes)
Bring groups back together and have them present their learnings.
**Introduce Risk Categories:**
From facilitator materials, identify risk types:
- **Environmental risk:** Direct climate impacts (drought, flooding, storms, sea level rise)
- **Global injustice:** Unequal responsibility and impacts (richest caused least impact; poorest suffer most)
- **Community health risk:** Impacts on wellbeing, disease, malnutrition, mental health
- **Food or water insecurity:** Threats to basic survival needs
- **Economic vulnerability:** Lack of resources to adapt or recover
- **Political/cultural risk:** Loss of land, culture, identity, sovereignty
**Group Presentations:**
> "Now present your story. Share the risks that fit the story and explain why."
**Facilitation:**
- Listen to how groups connect story to broader systems
- Affirm accurate analysis
- Ask clarifying questions: "Which system caused that?" "Who benefits from that arrangement?"
- Help groups connect individual stories to patterns
**Collective Pattern Recognition:**
As stories are presented, help the group see patterns:
- Which groups are most affected?
- Which regions?
- Is there a pattern in who causes emissions vs. who experiences impacts?
- What role does poverty/wealth play?
- What role does geography play?
- What role does historical power dynamics play?
---
## D. Ideas for Change (15 minutes)
Move from problem recognition to possibility.
**Brainstorming Prompt:**
> "Looking at all these stories, what changes could reduce these risks? What needs to happen?"
**Moderate a Brainstorming Session:**
- Invite ideas from participants
- Record ideas on a board or large paper
- Organize by type (individual action, community action, policy, systemic change)
- Supplement with ideas for change from facilitator materials
**Possible Categories of Change:**
1. **Individual/Community Level:**
- Local adaptation projects
- Community land management
- Food sovereignty initiatives
- Local renewable energy
- Knowledge sharing and resilience-building
2. **National/Policy Level:**
- Climate adaptation funding
- Disaster risk reduction
- Renewable energy transition
- Agricultural support
- Land rights protection
3. **International/Systemic:**
- Climate finance (wealthy nations supporting vulnerable ones)
- Loss and damage funding
- Technology transfer
- Debt relief
- Reparations for historical injustice
- Fair trade and supply chain justice
4. **Economic System Change:**
- Moving away from extractive models
- Valuing ecological services
- Degrowth in wealthy countries
- Circular economy
- Alternative measures of success
**Critical Discussion:**
> "What's most important: helping people adapt to climate change, or preventing climate change? Or both?"
---
## E. Debrief (5 minutes)
**Wrap-Up Questions:**
> "Are there any open questions?"
**Summary Points:**
- Climate change is fundamentally an injustice issue
- The people most responsible are not the most affected
- Understanding human impacts motivates action
- Solutions must address root causes (systems), not just symptoms
- Hope comes from knowing what needs to change and that change is possible
**Link to Next Work:**
> "In our next activity, we'll look at how climate conflicts arise from these inequalities and what we can do about them as global citizens."
---
## Key Learning Points to Highlight
- Climate impacts are unequally distributed
- Vulnerability is often highest where responsibility is lowest
- Climate change is a justice issue, not just an environmental issue
- Economic systems, historical power dynamics, and geography all shape vulnerability
- Understanding injustice motivates more ambitious climate action
- Solutions require systemic change, not just individual action
## Why This Method Works
- Stories are memorable and emotionally engaging
- Movement keeps energy high and maintains engagement
- Walking creates space for processing emotions
- Group discussion deepens understanding
- Writing creates accountability and reflection
- Seeing multiple stories reveals patterns
- Connects abstract systems to human reality
## Modifications
### Time Variations
- **A-B (25 min):** Short walk, basic reflection
- **A-E (60 min):** Full activity as described
- **A-B as element of Module 3.2:** 20-min integration into system mapping
### Difficulty Levels
- **Basic:** 3-4 stories, simpler discussion questions, focus on empathy
- **Intermediate:** 5-6 stories, analysis of injustice, brainstorming solutions
- **Advanced:** 7-8 stories, system analysis, policy discussion, identifying leverage points
### Format Options
- **Physical walk:** Stories placed around room/corridor/outdoor space
- **Seated rotation:** Bring stories to participants; rotate facilitation stations
- **Digital:** Share stories via video, document, or virtual gallery walk
### Trauma Awareness
- **Note for facilitators:** Be aware of war traumas within the group
- Choose or adapt stories thoughtfully if group has refugee participants
- Allow people to opt out of specific stories if needed
- Normalize emotional responses
- Provide resources for processing difficult emotions
### Localization
- Include stories from participants' own regions
- Feature climate impacts participants care about
- Connect to local conflicts or adaptations
- Use familiar examples when possible
---
## Extended Activities
### Option A: Comparison Activity
- Divide class: half experiences the walk, half reads about wealthy countries' climate impacts
- Compare and discuss differences in story type, responsibility, impacts
### Option B: Letter Writing
- After debrief, participants write a letter to the person in their story
- Share insights they gained, questions, commitments to action
### Option C: Media Project
- Create photo essays, videos, or art inspired by the stories
- Share with broader community to spread awareness
### Option D: Research Project
- Investigate one story more deeply
- Find current information about that person/community
- Track what's changed, what help they're receiving, what's still needed
---
## Notes for Facilitator
Research shows that understanding climate impacts on a human level (through stories) is key to activating people to change how we use energy and organize our economy.
- Create space for genuine emotion—don't rush past sadness or anger
- Help participants connect personal emotions to systemic analysis
- Avoid guilt-tripping; focus on understanding and possibility
- Be prepared for strong reactions; have support resources available
- The goal is not despair, but clear-eyed understanding combined with hope about change
- Close on a note of agency: "These systems weren't inevitable. They can be changed."
## Standalone vs. Integrated Use
- **A-E (60 min) standalone:** Complete method on climate justice through human stories
- **A-B (25 min) integrated:** Element of Module 3.2 (Global System Mapping) linking systems to human reality
- **Bridge activity:** Between climate analysis and citizenship/action focus
- **Module 3 sequence:** Follows system mapping, leads to conflicts analysis
## Emotional Support Resources
Have available during and after:
- Space for quiet reflection
- Facilitators trained in emotional support
- Resources for processing difficult emotions (climate grief, eco-anxiety)
- Hopeful closing activities that show possibility for change
- Contact information for climate-focused mental health or activism support
Preparation
**Setting Up the Walk:**
- Place story cards at intervals around your room, corridor, or outdoor path with enough space between them
- Ensure groups of 3-4 can stop comfortably at each story without crowding
- Place a discussion sheet below each story card
- Have blank paper and pens available for groups to write comments
- Arrange space so groups can read, discuss, and write at each station
**Facilitator Preparation:**
- Read all story cards in advance to be familiar with details
- Prepare ideas for change from facilitator materials
- Think about regional context and participants' familiarity with story locations
- Plan bridge from previous activities
**Story Cards Setup:**
Each card typically includes:
- Person's name and location
- Their occupation/life
- Climate impact affecting them
- Economic or historical context
- The injustice element (why it's unfair)
---
- Place story cards at intervals around your room, corridor, or outdoor path with enough space between them
- Ensure groups of 3-4 can stop comfortably at each story without crowding
- Place a discussion sheet below each story card
- Have blank paper and pens available for groups to write comments
- Arrange space so groups can read, discuss, and write at each station
**Facilitator Preparation:**
- Read all story cards in advance to be familiar with details
- Prepare ideas for change from facilitator materials
- Think about regional context and participants' familiarity with story locations
- Plan bridge from previous activities
**Story Cards Setup:**
Each card typically includes:
- Person's name and location
- Their occupation/life
- Climate impact affecting them
- Economic or historical context
- The injustice element (why it's unfair)
---
Topics
Climate Justice
Global Responsibility
Conflict & Migration
Materials Needed
- Story cards with discussion sheets<br /><br /><br />
- Paper and pens<br /><br /><br />
- Walkable area (big room, corridor, or path outside)<br /><br /><br />
- Facilitator guide with ideas for change
Contributor
Open Plan Foundation, MigLAB