1) To introduce the Just Transition framework, which includes racial justice and economic justice as pillars to round out the climate justice movement. Just Transition involves a change in values that inform equitable decision making processes resulting in more powerful and rapid action. This process includes building a network of authentic and accountable relationships in contrast to more institutional and mainstream approaches. This transition must happen now, everywhere.

2) To instill a sense of urgency, agency and a responsibility to act. Social change cannot be created by individual, consumer-based actions alone. Institutions are also not going to solve the climate crisis alone. Social change needs small groups working together in communities everywhere.

3) To develop and apply criteria for effective climate action by providing time and space for creative thinking and deep discussion.

4) To acknowledge the humanity of participants. Space is created for processing this sometimes difficult-to-comprehend and emotionally-triggering information.

Class Size: Ideally, 12 minimum, to about 40 maximum.

Institution Type: Conference, symposium, community workshop, school/classroom

Time: 2 hours

Equipment: Computer, data-projector and screen, paper, pens/markers, and flip chart paper and tape.

Pre-requisites: Climate Change 101 i.e., general background on the climate crisis

Adaptation: The workshop could be adapted to show only the PowerPoint slide-show (a 30-45 minute presentation) and omit the solutions-generating activity, but engaging the activity will greatly deepen participants' thinking and responses. Reflection and contemplative portions could be replaced with a "fish bowl" discussion. The solution brainstorming could be replaced with people using Post-It notes to create a 10-year timeline using an affinity diagramming process.

SETUP

The optimal setting for the workshop is a large room with a data-projector and projection screen. Chairs for participants should be organized in quads so that all will be able to view the presentation but also interact with each other in their quad without having to move. Four half-sheets of paper and a pen should be placed under each chair. Flip-chart paper and enough markers for each quad should also be ready at the front of the room.

PRESENTATION

Transition Now, Together Slide Deck (PowerPoint 2007 (.pptx) 27.5MB Aug31 17)

(Slides 1 - 2) I begin this workshop by introducing myself and the content of the activity as well as my background related to climate change. I then have all the participants briefly introduce themselves with their name and a bit about themselves in order to stimulate their ongoing engagement. It is important to get the voices of participants in the room as early as possible.

(Slides 3 - 6) I then start the presentation, beginning with the latest science and news on climate impacts, framed with a heart-based perspective vs. a solely fact-based lens. To lay the groundwork for the undeniable urgency for effective action with a deeper impact, I present the science first, and in a way that is very honest and speaks to the emotions around climate change and its predicted and already-occurring impacts.

Next, I guide participants through a reflection exercise where I ask them to drop into how they feel about this emotionally-charged information. So often we learn about climate change without a space to process our responses and feelings. This leads to a buildup of fear and anxiety, which causes ambivalence and inaction. By giving people a safe space to consider and deal with their emotions, they are then freed up to face difficult problems with more creative solutions—which is what we need for climate action. To focus this process, I ask the group to reflect on the question, "Whom would you talk with about this information about climate change and what would you say to them?" After a couple of minutes of silent reflection, participants are prompted to either share with a partner or "popcorn" share (your choice), voicing to the broader group what came up for them.

(Slides 7 - 9) In the next section of the presentation, I review the current situation relating to climate policy and institutional-level climate actions. Here I present the outcome of the Paris Climate talks, which were insufficient, and global warming limits, which are not on track to be met. My intention here is to build an argument for the need for a new approach and why people need to take collective action outside of traditional nonprofit and political frameworks.

(Slides 10 - 14) I follow the current solutions framework, which is not working well enough, with an introduction to a more holistic framework. I introduce Just Transition, climate justice, and the need to create a new, collaborative narrative that informs a better and more just society for all. As I have given the group a large amount of information here, I then pause and invite questions. Reflection may be appropriate at this time as well.

(Slide 15) I then move on to the next section of the workshop, in which I ask participants to reflect on what has been discussed so far. I ask them to write about their vision of what this new, more just, and climate-calmed world would look like, using the questions on the slide as prompts.

(Slides 16 - 20) With their creative minds activated, I move the group into a framework where their creativity can be focused. I discuss the characteristics of an effective climate action. I also discuss cultivating relationships, accountability, and checking assumptions.

Now with the combination of creative head-space and the framework to brainstorm, I move into the main activity of the workshop. I prompt participants to develop 3-5 ideas independently for about 3 minutes. Then I ask everyone to turn their neighbors to share their best idea(s) and then jointly agree on 1 or 2 ideas. I then have the pairs create a group of 4 and I hand each group a sheet of paper from the flip chart and a marker. Each quad then deliberates and decides on 1 solution to share with the entire group. I ask them to write this solution on their paper, with some brief supporting points, and I then ask them tape this to the wall.

In the second stage of the activity, I guide the group in expanding and refining the solutions. Each quad briefly presents their solution, and we discuss and edit the solutions in relationship to the criteria of Just Transition and effective solutions, which are listed in Slide 17, "Effective Solution Criteria."

After the refining process, I ask each participant if they are willing commit to working on one of these solutions in their community. I have them write their commitment on one of the sheets of paper. I also say that if anyone feels that they are not called to do any of the solutions on the wall, they should write about why this is and if there is another solution they would rather commit to. I then ask them to hold on to these and place them on their refrigerator or somewhere they will see them.

(Slides 21 - 23) Finally, I close the workshop with a request for feedback, written on one of the pieces of paper. Also, I ask that the participants share their solution stories with me via email.

AREAS OF CONFUSION

There is widespread confusion around what constitutes an effective climate action. There are no definitive answers to this; however, studies are coming out that are helping climate communicators to refine their guidance. (See the Resources section for more specifics on this.) Even with the information provided, there will likely be questions around the effectiveness around individual consumer-based actions. It is important to stress that of course, yes, they should shop responsibly, recycle, etc. But these actions alone are not adequate in the face of the enormous impact we need to make in a very short period of time.

INTRODUCTIONS

With a smaller group size, it may be appropriate for people to offer a few brief words about why they are there. If the group size is larger, around 40, having participants mention just one word relating to their attendance is best to save time.

SETUP

It is helpful to pre-designate at least one helper to assist in any resource issues in order to keep the workshop flowing e.g., getting more chairs, handing out markers or flip-chart sheets, handing out tape, helping tape up the flip-chart sheets, actions, and/or helping with the data-projector and slideshow.

NEW STUDIES

There are new studies on effective climate action that may be appropriate to integrate: Wynes and Nicholas's article on the "climate mitigation gap" and the Drawdown Project. See the Resources section for the citations.

I use an informal, one-minute paper assessment in this activity. This typically happens during the second half of the group activity when I lead the entire class in evaluating each of the solutions that are on the wall.

The next time I present this, I might use a somewhat longer activity that asks participants to free-write a few sentences beginning first with "Before coming to this workshop, I used to think..." and a few sentences more saying, "Now I think ..."

ADDITIONAL RESOURCES

STUDY ON INDIVIDUAL ACTIONS

Wynes, S and Nicholas, K. "The Climate Mitigation Gap: Education and Government Recommendations Miss the Most Effective Individual Actions." IOP Publishing Ltd. 2017. http://iopscience.iop.org/article/10.1088/1748-9326/aa7541

NOTE: This study may be misleading because it does not contextualize these individual actions (which are measured in tons) with the institutional-level actions that are required to stop global warming (which are measured in gigatons). The actions the study promotes as "High Impact." are relatively high, particularly when committed to en masse. It is also important for people to have a clear, relative understanding of what does reduce their energy consumption and/or carbon footprint. However working in community, in collaboration, on the solutions that will make the most impact is the only way that we have a chance to reduce the carbon in the atmosphere in time. Also missing from the framework are some of the other top contributors to global warming, which include refrigerant management and the education of women.

GLOBAL SCALE PLAN

Project Drawdown. [drawdown.org] "Project Drawdown is facilitating a broad coalition of researchers, scientists, graduate students, PhDs, post-docs, policy makers, business leaders and activists to assemble and present the best available information on climate solutions in order to describe their beneficial financial, social and environmental impact over the next thirty years....Drawdown [book] maps, measures, models, and describes the 100 most substantive solutions to global warming. For each solution, we describe its history, the carbon impact it provides, the relative cost and savings, the path to adoption, and how it works. The goal of the research that informs Drawdown is to determine if we can reverse the buildup of atmospheric carbon within thirty years. All solutions modeled are already in place, well understood, analyzed based on peer-reviewed science, and are expanding around the world."

ACTIVISM/COMMUNICATIONS

Climate Reality Project. [climaterealityproject.org]