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The Seeds for Change project by Highland One World (HOW) is an educational initiative designed to equip teachers with resources that foster global citizenship, sustainability, and social justice in classrooms. Aimed at educators, it provides lesson plans, workshops, and interactive activities focused on critical global issues such as climate change, inequality, and human rights. The project emphasizes participatory learning, encouraging students to think critically about interconnected global challenges and empowering them to take informed, compassionate action in their communities. By aligning with curriculum standards and offering adaptable materials, Seeds for Change supports teachers in nurturing empathy, ethical responsibility, and active citizenship among learners, ultimately inspiring young people to contribute to a fairer, more sustainable world.

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Seeds for Change – Developing Global Citizens through Play at Early Level – Highland One World

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Seeds for Change – Developing Global Citizens through Play at Early Level

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Recommended interview with Kwame Anthony Appiah

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Recommended interview with Kwame Anthony Appiah

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University of California Television (UCTV)

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Identity and Cosmopolitanism with Kwame Anthony Appiah - Conversations with History

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The ANGEL Network is the first initiative dedicated to creating structural ties among Global Education (GE) researchers and scholars worldwide, addressing the growing international discourse on global education and learning. Established through collaboration between the Global Education Network Europe (GENE) and the Development Education Research Centre (DERC) at University College London, alongside partnerships with universities in Germany, Finland, and Italy, ANGEL bridges gaps in institutional support for GE researchers across Europe. It fosters a cohesive academic community by connecting early-career researchers, doctoral candidates, and post-doctoral scholars working on GE-related topics, while also building a pool of experts to inform policymaking with robust research. By reinforcing existing collaborations and creating new opportunities for knowledge exchange, ANGEL strengthens the foundation for interdisciplinary research, empowers emerging scholars, and ensures policymakers have access to evidence-based insights to advance global education agendas.

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DERC webinar: We can do this! Education for survival

UK educators Stephen Scoffham and Steve Rawlinson lead a session providing analysis and critique of sustainability education approaches

Submitted by Kester on Wed, 12/10/2022 - 14:36

Save the date for ANGEL Conference 2023.

Please mark your diaries for a major face to face event at UNESCO HQ, Paris, on the 15 & 16 June 2023.

Submitted by Kester on Tue, 12/07/2022 - 14:28

ANGEL Chair's message to members on a new European Declaration on Global Education.

A statement on how ANGEL will be supporting the planned launch of a new declaration to be launched by Global Education Network Europe in November of this year.

Submitted by Kester on Mon, 11/10/2021 - 11:52

New ANGEL Seminar Series now confirmed for 2021 and 2022.

Find all the details of ANGEL's new regular series of shorter events aimed at Global Education professionals.

ANGEL CONFERENCE 2019: Reflections and documents.

Information, including programme, feedback report, pictures and video, on ANGEL Conference 2019 - perhaps the largest ever academic conference solely focusing on global education.

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Academic Network on Global Education and Learning

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UK educators Stephen Scoffham and Steve Rawlinson lead a session providing analysis and critique of sustainability education approaches Submitted by Kester on Wed, 12/10/2022 - 14:36 Please mark your diaries for a major face to face event at UNESCO HQ, Paris, on the 15 & 16 June 2023.

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Beyond borders and differences: an education that connects us all and expands horizons

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Amala is an educational organization that provides high school-level education and other learning programs for refugee youth around the world. “The Amala High School Diploma is a 15-month flexible program that includes 10 courses, guidance counseling, and a personal interest project. It aims to enable refugee students to develop agency, confidence, and competencies to make positive change in their communities”

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Amala's curriculum has been developed with the support of our educational partner UWC South East Asia, one of the largest international schools in the world with an expertise in values-based curriculum development, and led by UWCSEA's former Director of Teaching and Learning Stuart MacAlpine, in collaboration with refugee youth and 150 educators. Amala learning focuses on the development of learner agency as well as competencies that enable learners to make change in their lives and communities. Amala learning is delivered through a blended learning model.

Amala programmes are delivered both directly by Amala and in collaboration with partners whose missions are aligned to our own. Through collaborating with partners we have been able to bring transformational education to refugees in Africa, the Middle East, Asia, Europe and Latin America. Read more about where we work and how to become a partner .

Amala is established as a non-profit organisation in the United Kingdom, and our remote team spans the whole of the UK, Singapore, Greece, Jordan and Kenya.

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Amala's curriculum has been developed with the support of our educational partner UWC South East Asia, one of the largest international schools in the world with an expertise in values-based curriculum development, and led by UWCSEA's former Director of Teaching and Learning Stuart MacAlpine, in collaboration with refugee youth and 150 educators.

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TIST is a non-formal education programme focused on afforestation through rural communities of farmers in the Global South. Building from oral traditions of knowledge sharing, the educational approach focuses on supporting dialogue: the leadership rotates for every meeting, and Kujengana (‘to build up’ in Swahili) is offered as an original approach to pedagogy where the leader is encouraged by all members, and group understanding and consensus is the focus.

TIST has learning centres across Kenya, Uganda, Tanzania and India and offers free to use educational content in many indigenous tribal languages, Swahili and English. The focus is on offline access (a participant downloads the content and then shares it with others) through a hub model. There is also peer-to-peer exchange from participating farmers, which are then fed back into the repository of knowledge for agricultural education. More diverse topics outside of farming around Science and Literature are areas that the group are developing.

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Plant Trees & Buy Farmers-First Carbon Credits | Growing Trees, Growing Leaders | TIST Program

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Plant Trees & Buy Farmers-First Carbon Credits | Growing Trees, Growing Leaders | TIST Program

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“Reconsidering Reparations” by Olúfémi Táíwò

"Abolitionist Teaching and the Future of Our Schools" by Bettina L. Love

"Decolonizing Methodologies: Research and Indigenous Peoples" by Linda Tuhiwai Smith

"Becoming a Totally Inclusive School" by Aow, Hollins and Whitehead

"Pedagogy of the Oppressed" by Paulo Freire

"Teaching to Transgress: Education as the Practice of Freedom" by bell hooks

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Recommended research - Critical research on international schools

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Recommended research - Critical research on international schools

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Bunnell, T., & Gardner-McTaggart, A. (2024). Exploring the ‘White men’ dominance of senior leaders in premium international schools. Educational Studies, 1–14. https://doi.org/10.1080/03055698.2024.2329902

Bunnell, T., & Atkinson, C. (2020). Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’. Journal of Research in International Education, 19(3), 251-267. https://doi.org/10.1177/1475240920980188

Gardner-McTaggart, Alexander. (2020). Washing the world in whiteness; international schools' policy Washing the world in whiteness; international schools' policy. Journal of Educational Administration and History. https://www.researchgate.net/publication/346979991_Washing_the_world_in_whiteness_international_schools'_policy_Washing_the_world_in_whiteness_international_schools'_policy

Philbin (2022) A Phenomenological Study of Habitus at an Elite International School, Student thesis: Doctoral Thesis › Doctor of Education (EdD) https://researchportal.bath.ac.uk/en/studentTheses/a-phenomenological-study-of-habitus-at-an-elite-international-sch

Tarc, Paul & Tarc, Aparna. (2015). Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher. British Journal of Sociology of Education. 36. https://www.researchgate.net/publication/269467723_Elite_international_schools_in_the_Global_South_transnational_space_class_relationalities_and_the_'middling'_international_schoolteacher

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Resources from the centre for global education

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Resources from the centre for global education

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Think Global School (TGS) is an independent, non-profit, co-educational high school that travels the world with its students, studying in 10 different countries over the course of 3 years. There are no formal classes - instead, students participate in interdisciplinary, teacher-led modules and work on their own personal projects. Service learning and PBL are key facets of the model.

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THINK Global School - The World's First Traveling High School

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An Education Unlike Any Other

Imagine reading Homer as you trace Odysseus' journey through Greece or learning data modeling by cataloging the sea life you observe SCUBA diving off the Great Barrier Reef. Our rigorous Changemaker Curriculum combines worldwide travel with project-based learning, putting you in charge of your education while making the most of our travels.

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THINK Global School - The World's First Traveling High School

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Imagine reading Homer as you trace Odysseus' journey through Greece or learning data modeling by cataloging the sea life you observe SCUBA diving off the Great Barrier Reef. Our rigorous Changemaker Curriculum combines worldwide travel with project-based learning, putting you in charge of your education while making the most of our travels.

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The Hundred Acts project by the Global Citizenship Foundation is an initiative aimed at fostering global citizenship and transformative action among students and educators. Through a curated collection of 100 actionable ideas, activities, and projects, the program encourages participants to engage with critical global issues such as environmental sustainability, social justice, and cultural understanding. Designed for classroom and community use, the project emphasizes collaborative problem-solving, empathy, and creative thinking, empowering learners to translate awareness into tangible, local, and global impact. By providing accessible tools and frameworks, Hundred Acts supports educators in nurturing active, responsible citizens who contribute to building equitable and sustainable communities worldwide.

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We believe, the world's 1.8 billion adolescents and youth (aged 10-24) - a quarter of the global population-have a key role to play in advancing and accelerating the implementation of the UN's 2030 Sustainable Development Agenda.

There are more young people in the world than ever before, creating unprecedented potential for responsible economic, social, cultural, political, ecological and technological progress.

Connected to each other like never before, young people are and have the willingness to contribute to the resilience of their communities, proposing innovative solutions, supporting sustainable development, contributing to peace, driving social progress, and inspiring political/social change. With the largest generation of young people in history, we have a chance to accelerate and amplify our collective efforts of improving the lives of people and the health of the planet.

Through the 100 Acts of Global Citizenship initiative, Global Citizenship Foundation is also contributing to each of the five priorities - engagement, participation and advocacy; ensuring informed and healthy foundations through education and health care; economic empowerment through decent work; human rights; and peace and resilience building.- of the UN's overall Youth Strategy, "Youth 2030".

The 100 Acts of Global Citizenship initiative provides an opportunity for young people to develop and enhance the necessary skills, knowledge, values, and attitudes needed for them to reach their full-potential - as critical-thinkers, change-makers, innovators, communicators, and leaders- in addressing the 21st-century challenges. The initiative encourages and empowers young people to participate in translating the 2030 Agenda into - local, national and regional- policy and action.

Empowering Young People to Achieve the Global Goals.

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Advances Process-Oriented Project-Based Learning: A transformative approach that engages students in deeper learning experiences rooted in real contexts.

Provides Young Changemakers Toolkit: Includes practical tools like the Young Changemakers' Passport, Young Changemakers' Organizer and templates that enable learners to lead and manage their own projects, aided by the resources developed by GCED specialists.

Encourages Collaboration and Teamwork: Students develop collaboration and teamwork through completing projects in groups. Students also have an opportunity to collaborate, connect and co-create projects with other young changemakers from around the world.

Fosters Values-Based Education: Students develop global citizenship, democratic values, service-leadership, curiosity, grit, empathy, innovative mindset, socio-emotional learning, problem-solving, self-awareness, reflection skills, value diversity, inclusivity, respect for people and human rights, concern for the environment, commitment to sustainable development, participation, social justice, self-esteem, and positive attitude.

Achieves Sustainable Development Goals (SDGs): 100 Acts of Global Citizenship participants learn about the United Nations SDGs as a part of their project planning.

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For Schools

Step 1: To be a part of the challenge send an official letter accepting the 100 Acts of Global Citizenship Challenge at your school.

Step 2: Upon receiving the letter, the 100 Acts team will notify the potential date/time for your educators to attend the 100 Acts of Global Citizenship capacity-building session.

Step 3: Post completion of mandatory training you receive the free 100 Acts of Global Citizenship toolkit.

Step 4: Submit completed projects before the due date (Submissions are our four times in a year).

Step 5: Get your projects on the Global Map.

Step 6: Opportunity to showcase your projects at the Annual 100 Acts Festival!

Step 7: Outstanding Schools shall be awarded with Certificates of Accomplishment.

For Universities

Step 1: To be a part of the challenge send an official letter accepting the 100 Acts of Global Citizenship Challenge at your university.

Step 2: Upon receiving the letter, the 100 Acts team will notify the potential date/time for your students/coordinators to attend the 100 Acts of Global Citizenship capacity-building session.

Step 3: Post completion of mandatory training you receive the free 100 Acts of Global Citizenship toolkit.

Step 4: Submit completed projects before the due date (Submissions are our four times in a year).

Step 5: Get your projects on the Global Map.

Step 6: Opportunity to showcase your projects at the Annual 100 Acts Festival!

Step 7: Outstanding Universities shall be awarded with Certificates of Accomplishment.

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For Implementation Partners

Preferred Partners: Organizations/Nonprofits working in formal and non-formal education sector.

Step 1: To foster the initiative, send an official expression of interest (EoI).

Step 2: Upon receiving the EoI, the 100 Acts team will follow up and complete the due dilligence.

‍ Step 3: Post completion of the due diligence, the 100 Acts team will notify the potential date/time of 100 Acts of Global Citizenship capacity-building session for your project officer(s).

Step 4: Upon successful completion of the training, we will provide the toolkit that can be shared with the participants.

Step 6: Opportunity to showcase your efforts at the Annual 100 Acts Festival!

Step 7: Outstanding Implementing partners shall be awarded with Certificates of Accomplishment.

Please note, the participants who complete all the modules of 100 Acts of Global Citizenship capacity building program, shall receive a specialization certificate and may also be nominated to be GCED Ambassadors.

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100 Acts of Global Citizenship | Initiative For Young People | Global Citizenship Foundation

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We believe, the world's 1.8 billion adolescents and youth (aged 10-24) - a quarter of the global population-have a key role to play in advancing and accelerating the implementation of the UN's 2030 Sustainable Development Agenda. There are more young people in the world than ever before, creating unprecedented potential for responsible economic, social, cultural, political, ecological and technological progress.

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GLOBAL EQUALITY COLLECTIVE

The Global Equality Collective is taking diversity and inclusion a step further and making it easy for you to put equality first. Equality benefits everyone. ECIS together with GEC have launched an app that simplifies the process of working towards equality, diversity, and inclusion. Member schools will be able to download an app, which includes 2 simple checkbox assessments: one for the leadership team, and one for the employees. This will be offered for an introductory price of £250. The app is available on all devices, giving you immediate access to your equality and inclusion status, easily identifying gaps and providing an action plan.

PLUS: For Encouraging Initial Conversations among staff, have a look at their video wall.

100 DEIJ BOOKS

Have a look at our list of 100 DEIJ-related books, as provided by our members and followers on LinkedIn. View/download the PDF here

Podcasts

Articles

Recommended Reading For Educators

Professional Development Resources

Resources to ensure continued development and learning for our staff communities, to establish and sustain equitable, diverse and inclusive environments for all members of the learning commons

Embedding DEI Roles Into Your School: A How-To Guide

By now, many (we are hopeful that a majority!) of us will have realised the need to extend DEIJ activity into our schools at multiple levels, whether through work on our curriculum, our staff training, our use of language or our choices about which voices and traditions are amplified in our communities. One massive part of the work is centered around hiring and retention practices, not just at teacher and administrator level but across multiple roles in any given context.

Kevin Glass, Head of Atlanta International School, has shared his team's focus and job descriptions with us, showing how to stage a multi-level and multi-pronged approach that encourages DEI synergies across a larger school with both primary and secondary sections. Kevin's approach is a useful guide for how a Head of E&I role on the AIS senior leadership team ensures that the DEI umbrella of work is embedded just as a role in Teaching and Learning, or Finance, might be. Our sincere thanks to Kevin for this intentional and important work.

At AIS, they have three full-time Equity and Inclusion professionals working with students, teachers, administrators, board, alumni association and families.

1 FTE = Head of Equity and Inclusion-a member of our Senior Leadership Team reporting directly to the Head of School. Our Head of E & I co-chairs our Board E & I Committee and also serves on the school's Education Council (academic leaders) as well as liaison with our Parent Organisation Executive Board.

2 FTEs = Equity and Inclusion Coordinators (one based in Primary School and one in Secondary school). They are direct reports for our Head of Equity and Inclusion and have a dotted reported line to our Heads of Primary and Secondary Schools and their respective leadership teams.

The following two job descriptions are attached:

If you need support, more information, or help in bidding for roles like this in your own setting, you are welcome to contact our DEIJ team for more information and supporting materials. We can help you to make a case, pitch for budget and give you tangible examples of outcomes within our school communities. Contact us in confidence at deij@ecis.org

Policy Template For Schools

Diversity, Equity, Inclusion and Justice Policy Template For Schools

The Diversity, Equity, Inclusion and Justice (DEIJ) commitment of ECIS is wholly aligned and is integral to our work. ECIS aims to highlight best practices, signpost to excellent teaching and learning resources, offer mentorship for everyone wishing to lead and engage with this work and promote and effect changes within international schools to conduct a self-study, and work towards equal and just practices. We know it is imperative that as educators we embody the desire to learn and to combine reflective practice with a kind, curious and caring approach to creating change in inequitable structures. + Authored by Kyra Kellawan, Jim Ellis and Kam Chohan, inspired by the DEIJ school statement by Nicole Roady and Kelly Barlow @ The Pegasus School, California.

This version is intended to be available to member and non member schools alike, for free, to bring DEIJ work to the fore or support existing intentions.
About you
You may be a school leader or senior leadership team member with a similar vision to ours. Or, you may have been tasked with leading this work at your school without a full understanding of how to begin. Either way, we are here to help. Below you can find a template policy that can be adapted to the particular needs of your own educational setting.
Aims and Objectives of this Policy

To create terms of reference and definitions for a community to understand the necessary process of self-study, reflection and commitment to action

To ensure the protection from harm, safeguarding and psychological safety of each member of the school community, including staff

To understand and acknowledge the power, privilege and responsibility that comes from being members of any dominant group in a given society

To enable the fulfilment of the school's mission in a space of tolerance, open-mindedness, understanding and curiosity about different perspectives and experiences

To light a path for others and lead by example

DOWNLOAD THE TEMPLATE HERE

SEL: Social & Emotional Learning

Envisioning school-wide SEL (Walkthrough protocol)

In this abbreviated tool, look for signs of high-quality schoolwide SEL implementation by observing for the indicators of schoolwide SEL. (Credit: Kelli Holm, CASEL)
SEL in the Classroom Self-Assessment
This tool can be used to assess strengths and areas to develop for promoting SEL through explicit instruction, integration into academic instruction, and a supportive classroom climate. (Credit: Kelli Holm, CASEL)
Develop a Shared Vision for Schoolwide SEL
This tool provides a model for structuring a conversation about developing a shared vision for SEL or integrating SEL into your school's existing shared vision.
(Credit: Kelli Holm, CASEL)

Call for submissions: Can we support your work?

We are looking for articles, blogs, teaching and learning resources, multimedia and stories of your experiences to help us communicate our shared mission and inspire ongoing work in our member institutions. If you have experiences you would like to communicate with us, can contribute learnings of your own or have classroom teachings you would like to share with our community, please get in touch with us at deij@ecis.org.

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Action on Global Citizenship Resource for Teachers

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Diversity, equity, inclusion, and justice go beyond the content of our curriculum. We encourage critical reflection related to DEIJ through the development of educators and by engaging in DEIJ causes with communities beyond the confines of school goals.

For international teachers, the dual challenge of working in a new curriculum and honing innovative instructional strategies and techniques isn't easy, but it can bring a refreshing sense of purpose and possibility into your daily teaching practices.

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Develop your competencies with fidelity and explore strategies to address implicit bias within your classroom and school community.

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Recommended lecture with Olúfẹ́mi O. Táíwò

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Recommended lecture with Olúfẹ́mi O. Táíwò

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Marxe School of Public and International Affairs

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The Ackerman Lecture: Just Transition and Democratic Planning

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DEIJ Resources from The Ecological Society of America 

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DEIJ Resources from The Ecological Society of America 

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Resources For Diversity, Equity, Inclusion, and Justice (DEIJ) – The Ecological Society of America

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The reality of systemic racial disenfranchisement in the United States has never been so broadly apparent than it is today.

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Association of International Educators and Leaders of Color DEIJ Certificate Program 

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Association of International Educators and Leaders of Color DEIJ Certificate Program 

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DEIJ Certificate Program | Association for International Educators and Leaders of Color

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Recommended lecture with Martha Nussbaum

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Recommended lecture with Martha Nussbaum

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Few words are as reviled in American politics as "cosmopolitan." The term invokes sneering, urban, elite condescension. It's those smug cosmopolitans who led to Donald Trump's election. It's those rootless cosmopolitans who're shipping jobs overseas with no thought for their home communities. Cosmopolitans. Ick. Kwame Anthony Appiah is a British-born Ghanaian-American philosopher at New York University, as well the writer of the New York Times Magazine's "Ethicist" column. He's also the author of the wonderful book Cosmopolitanism: Ethics in a World of Strangers. And this is a conversation I've been wanting to have with him for a long time. "For most of human history, we were born into small societies of a few score people, bands of hunters and gatherers, and would see, on a typical day, only people we had known most of our lives," Appiah writes. "Everything our long-ago ancestors ate or wore, every tool they used, every shrine at which they worshipped, was made within that group. Their knowledge came from their ancestors or from their own experiences. That is the world that shaped us, the world in which our nature was formed.""Now, if I walk down New York's Fifth Avenue on an ordinary day, I will have within sight more human beings than most of those prehistoric hunter-gatherers saw in a lifetime."This, Appiah says, is the challenge we face today: how to live in a world much larger and more diverse than the one we were built for. The answer, he argues, is an ethic of cosmopolitanism - an ethic that honors our moral obligations to each other even as we recognize and respect the differences between us.In this podcast, we dive deep into Appiah's philosophy of cosmopolitanism. What do we owe a Syrian refugee? How much more should the lives of our neighbors mean to us than the lives of those in foreign lands? When is difference something to be celebrated, and when is it something to be battled? And how did the term "cosmopolitan" become such a slur anyway?We also discuss the controversy in philosophy circles over Rebecca Tuvel's essay on "transracial" identity, what Appiah has learned as the Ethicist, the moral quandary facing Trump staffers who want to make things better from the inside but realize that means becoming complicit in what's done, and more. Enjoy!Books:The Philosophy of 'As If' by Hans VaihingerThings Fall Apart by Chinua AchebeAny anthology of Thomas Hardy's poems

Learn more about your ad choices. Visit podcastchoices.com/adchoices

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Few words are as reviled in American politics as "cosmopolitan." The term invokes sneering, urban, elite condescension. It's those smug cosmopolitans who led to

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Tatiana Cardeal/Oxfam

These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons.

Each guide has been created with teachers in mind and includes advice, teaching ideas and activities to help you on your way. Whether you want to explore the world in the classroom or develop global learning across your whole school, we have a guide for you.

Salahuddin Ahmed

Education for Global Citizenship

Packed with creative ideas, advice and case studies to support the development of global citizenship in all curriculum areas.

Global Citizenship in the Classroom

A practical guide filled with tools and ideas to increase participation and develop global learning in the classroom.

Teaching Controversial Issues

Young people frequently face making decisions about a wide range of issues on which there are many different views. This guide includes strategies, guidance and activities for teaching controversial issues.

The Sustainable Development Goals

The UN's Sustainable Development Goals present "a blueprint to achieve a better and more sustainable future for all by 2030."

Deepen your understanding of education about and for the Sustainable Development Goals (SDGs) and see how global citizenship education approaches and methodologies can underpin good practice.

Maths and Global Citizenship

Consider how real world contexts can enrich maths teaching and help unlock how it can be applied.

Science and Global Citizenship

Deepen learners' understanding and discover practical ideas for adding a global lens to science.

English and Global Citizenship

Ideas for learning about the world whilst improving speaking and listening, reading, writing and media literacy skills.

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These guides outline the key principles of taking a global approach to teaching and learning, as well as guidance for embedding it into your lessons.

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RECIPROCITY COMMITMENTS
We are committed to making all our resources open access under creative commons and to support our artistic and research partners in the best ways we can. In the context of the current crises, we have Indigenous partners in Brazil and Canada who are in need of more immediate support. Please donate to this emergency fundraiser for communities here if you can.

Gesturing Towards Decolonial Futures (GTDF) is an arts/research collective that uses this website as a workspace for collaborations around different kinds of artistic, pedagogical, cartographic, and relational experiments that aim to identify and de-activate colonial habits of being, and to gesture towards the possibility of decolonial futures.

GTDF is also a practice that is multi-layered and rather difficult to explain, but we will give it a go.

1. It is about hospicing worlds that are dying within and around us with care and integrity, as well as attention to the lessons these deaths offer, while also assisting with the birth of new, potentially wiser possibilities, without suffocating them with projections;
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2. It is about facing our complicity in violence and unsustainability and its implications with the courage of really seeking to connect with the collective pain, past, present and future;
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3. It is about composting our individual and collective shit with humility, joy, generosity and compassion, trying to "dig deeper and relate wider";
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4. It is about holding space for difficult conversations and silences without relationships falling apart;
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5. It is about recognizing and taking responsibility for harmful modern-colonial habits of being (in ourselves and around us) that cannot be stopped by the intellect, by good intentions and by spiritual, artistic or embodied practices alone;
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6. It is about interrupting modern-colonial addictions, in particular addictions to the consumption of knowledge, of self-actualization, of experiences, of critique, of alternatives, of relationships and of communities;
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7. It is about recognizing that we are an extension of the land-metabolism that is the planet, not the other way around, preparing for the end of the world as we know it, and showing up differently so that "another end of the world" becomes possible;
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8. It is about dis-investing in desires for unrestricted autonomy, authority, certainty, control, protagonism, purity, popularity, superiority and validation to create space for acccountabilities, for response-abilities, for exiled capacities and for deeper intimacies;
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9. It involves learning and unlearning, disarming and de-centering, dethroning and de-arrogantizing, detoxifying and decluttering, mourning, grieving and healing, digesting and metabolizing, seeing ourselves as cute and pathetic, so that the wider metabolism can breathe and move more easily within and around us;
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10. It involves loosening our attachments to our self images and to what we think we want, so that we might instead step up, own up, clean up, grow up, wake up and show up to do what is really needed, whether or not it fits with our personal agendas.
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If this practice appeals to you, maybe you will connect with (and even enjoy) the experiments that are shared by the GTDF collective here.
Please read our "pedagogical warning" before engaging with the experiments and resources on this website.
Drawing by Mo Drescher.

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RECIPROCITY COMMITMENTSWe are committed to making all our resources open access under creative commons and to support our artistic and research partners in the best ways we can. In the context of the current crises, we have Indigenous partners in Brazil and Canada who are in need of more immediate support.

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Force of Nature was founded in 2019 by then 19-year-old Clover Hogan.

"At 16, I travelled to Paris for COP21. I went in with starry-eyed optimism that world leaders would solve this existential threat. Instead, I met people who were fluent in greenwash, making promises scheduled far enough into the future that they required no immediate action.

I was familiar with the anger and frustration that bubbled up within me, but never before had I felt... powerless. And looking at the people around me - anxious students, calculating policy-makers, cautious corporate leaders - I saw the same feelings reflected in their eyes, too.

At 19, I started Force of Nature with the mission to mobilise mindsets for climate action. Our team has since delivered programmes to thousands of young people, and moved decision-makers across business and policy.

We're helping our community channel eco-anxiety into agency; develop the skills to make a difference; and inspire change at the systemic level."

- Clover Hogan, 2022

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Force of Nature was founded in 2019 by then 19-year-old Clover Hogan. "At 16, I travelled to Paris for COP21. I went in with starry-eyed optimism that world leaders would solve this existential threat. Instead, I met people who were fluent in greenwash, making promises scheduled far enough into the future that they required no immediate action.

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Common Worlds Research Collective | Worlding, Commoning, and Inheriting

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Common Worlds Research Collective | Worlding, Commoning, and Inheriting

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The Common Worlds Research Collective takes up questions of living well with children within complex worlds

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Degrowth scholar Jason Hickel’s work visualised

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Degrowth scholar Jason Hickel’s work visualised

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World Inequality Database from Thomas Piketty

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World Inequality Database from Thomas Piketty

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Interessting statement of former  German chancellour infront of the EU parlament 

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Interessting statement of former  German chancellour infront of the EU parlament 

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Statement by Angela MERKEL, Chancellor of the Federal Republic of Germany on the current situation in the European Union - Multimedia Centre

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Statement by Angela MERKEL, Chancellor of the Federal Republic of Germany on the current situation in the European Union, during the EP plenary session in Strasbourg.