Critical-emancipatory global learning
Contributions to a solidarity-based and sustainable lifestyle
In an alliance of diverse stakeholders from Saxony and Berlin, we created meeting spaces between January 2021 and December 2022. We brought people's perspectives and needs into contact to make global learning more critical and diverse and to move closer to the goal of a post-migrant society. The project is based on the so-called "real-world laboratory design."
Many people do not participate in global learning and debates surrounding a "good life for all." They are often even excluded, for example, because they feel they are not being addressed, because their opinions are not considered relevant, or because they are denied access to discourse. Others, in turn, lack hope and turn away because the issues seem too complex. These exclusions are unfair, narrow debates, and produce "solutions" that do not suit many people. Thus, power relations are at work in this field as well, and representation deficits exist here, as in society as a whole.
We want to change that.
Our collaborative project linked various topics and integrated perspectives from a wide range of stakeholders. The following questions formed the thematic focus:
How do Racism and climate change together? What does the Crisis in care and support work in Germany to do with global inequality? What are the links to colonial continuities on the one hand and on the other hand to debates about a post-migrant society here locally? To what extent is it important to consider these aspects in global learning?
In this project, it was particularly important to us that people and perspectives meet each other who otherwise rarely do so. We were concerned with empowering people and addressing their needs. But we also wanted to enrich the debate on global learning and socio-ecological transformation with new perspectives. Finally, it was important for us to put these topics into relation to the Corona pandemic This has in many ways exacerbated the negative effects of the social phenomena mentioned above.
The structure of the project was based on the Learning in real-world laboratoriesThis means that civil society and scientific actors cooperate to define a social problem and to develop a solution, test it, critically observe it, adapt it, and, if necessary, apply it again.
