Working in groups, students select a local social justice-related issue (it may be related to the organisation that is mentioned under Innovation for SDG 16). They should consider how they might bring about positive change, choose an action to help make this happen and then implement the action, possibly with the support of other stakeholders. They should reflect critically on what change occurred as a result of this action; this could be changes within themselves as well as in relation to their chosen issue.

Conduct a fieldtrip to a nearby rural community. Visit the community and talk with local residents and authorities about the impact of the transformation of the community (e.g. rural tourism, abandoning of cultivation, abandoning of local varieties, reduction of farm land, etc.). Research alternative practices. Learners also meet with local and non-local activists and authorities and gather secondary data on the region and the main problems. Each group prepare a report of findings and conclusions drawn.

Introduce the concept of grassroots innovation and some of their examples such as l’atelier paysan (or others in the field of seeds, rural development, maker spaces, etc.). Discuss what grassroots innovation means and how it can be applied to the case study.

Engage with stakeholders in the fieldwork case and, using critical design thinking and grassroots innovation methodologies, involve the local community of the fieldwork in designing a solution for one of the issues raised in the previous stages.

Organise an action in the community:

  1. Identifying the needs: Students make micro-interviews asking people a) whether they know about issues related to life below water b) what they think about it c) if they know of possible measures taken at a local and/or international level to solve existing problems. They could ask
    • a) in the school (e.g. housekeeper, director, teachers or other students…, adding questions on measures taken regarding life below water in the school (e.g. where does the sewage water go, how are micro-pollutants treated in the chemistry lab, etc.)
    • b) local politicians, adding questions on how they manage this issue
    • c) on the street on life under water in the area and/or worldwide and
    • d) some experts on life under water in the area and/or worldwide.

    The aim would be to identify what points the public needs more information about.
  2. Choosing a measure relating to the needs: After having shared an overview of what knowledge people in the community have and don’t have, in groups students think of possible ways to enhance people’s attentiveness to the issues related to life under water. They present them to the rest of the group and the class chooses a set of measures that could realistically be implemented by the class (e.g. organise a conference or film for the school and the community, write to the politicians with possible measures they could take, make a radio broadcast or a poster exhibition, have a stand in a market, etc.)
  3. The class implements the measure.

At the end of the process, discuss what worked well and what didn’t, what everybody has learnt and how collective action works.

Walking the talk: ask learners to develop their ideas for combating climate change into practical projects to resolve an issue (or adding new value) in their locality. Climate change related local issues are identified by students using the Investigation, Vision, Action, Change (IVAC) approach.

Waste management in the school restaurant: ask learners to document specific behaviours which contribute to climate change and discuss actions to be taken to change attitudes and behaviours of fellow students.

Individual task. Do research on campaigns that promote sustainable practices. Present your findings to class. Discuss with others the following questions:

Conduct a field trip in the community to a protected area. With the use of various techniques (interviews with locals, narratives, observation of the landscape), students capture how the natural environment impacted the culture and identity of the locals. Discuss with locals the problems they are facing and how these affect the communities’ sustainability, as well as actions for their resilience and local sustainability. Students analyse the proposed actions considering specific criteria (e.g. easy to integrate, cost, short/long term implementation, benefits in social, economic, natural dimensions, resistance for their implementation etc.).

Having done so, they come up with an action plan for addressing the specific local issue and proceed to its implementation.

General idea: make a project, campaign, poster 

Game-example: Play for Goal 10 

There are lots of different types of action that you can take for the Global Goals. Some you can do with your classmates, with your team or with your family. Every action counts and we would love it if you could share yours. Maybe you cleaned a beach, planted a tree or created a new Impact Game for the goal you care most about.

‘Let’s meet meat…’

In small groups students make an inventory of their meat consumption over one week; vegetarians do the same when it comes to alternative food (soy, beans, tofu etc.) Best way to do so is to keep a diary.
After a week the outcomes are discussed.

Research (theory): each group member researches the impact of this consumption on people, planet and prosperity, including the relation between these three. Each personal footprint is calculated.
Research (practice): groups arrange visits to all stakeholding places in the food chain, from farm to home fridge to recycle stations.

Focus points: impact on people, planet and prosperity. If visits are not possible, an underpinned PowerPoint, Prezi or similar presentation is made.

Report: a final report, including positive and negative aspects, is presented.

Action (theory): improvement actions are formulated, both personal and system focussed (me, my school, my neighbourhood, policymakers etc.).

Action (practice): team members change their food patterns for one month in a positive manner; and keep a diary of how they do. Weekly reflections take place. After a month the results are discussed. Team members who are willingly to do so, can approach school management, local authorities, family members to discuss the matter.

Reflection: individuals exchange personal achievements, changes in attitude, changes in behaviour.

Students identify a business or organisation within their community in which they are involved. In groups or individually, they should explore as many ways as possible in which the organisation might save money and/or grow its business while also having less impact on the environment. Choose one of these ideas and take steps to promote or implement it. The students should reflect on any changes that took place as a result of their action either within themselves or within the organisation(s) concerned.

Students brainstorm ways to improve energy efficiency in their institution/home/workplace. Groups then share and critique suggestions. Whole group consider proposals and choose a few key to work towards. Identify some key steps needed to achieve these goals. Plan these steps ie who, where, when and how.