Search

The research starts from the premise that as the world is changing rapidly and in nonlinear ways, we are educating future practitioners for jobs and contexts that don’t yet exist. They instead need to be equipped to work for and with uncertainty to be able to grapple with the scale and pace of emergent change. The fields of design and futures studies bring significant insights to this challenge, including an array of methods, tools, and frameworks for prospective and systemic explorations of alternative futures. The emerging field of design futures can be framed as ways to develop and deploy prompts, artifacts, and narratives to critically interrogate tomorrow’s societal debates today; as such, it is intentional from the outset in its pursuit of preferable futures and therefore social and environmental justice. The process of imagining the future is an active, values-laden social practice, which requires a layered approach to a methodology to surface and challenge dominant patterns—making it an ideal approach for training the young people who will shape our future. This article reports on the design and delivery of participatory workshops that employ design futures methods to facilitate the exploration of transformative change for sustainability. These workshops were conducted with young people aged sixteen to seventeen to equip them to develop and explore alternative futures. The results suggest that design futures methods can facilitate participants from non-design backgrounds to develop alternative futures and artifacts that might sit within them. It was found that developing a sense of ownership was key to enabling participants to effectively reflect on alternative futures and their implications. Finally, the study highlights the potential for these methods to inform both design and sustainability pedagogy.

Urban-led change for sustainability is a key site of intervention in delivering the ambitions of the Sustainable Development Goals. Within this broad discourse, four umbrella concepts have emerged in recent decades: urban sustainability, urban transitions, urban transformation and urban resilience. This literature review aims to offer a qualitative assessment of the types of interventions currently being advocated for in academic-led literature. Firstly, the paper presents an overview of the concepts and summarises current gaps; secondly, it uses Donella Meadows' Leverage Points as analytical framework to categorise and discuss interventions supported in the literature. Our findings indicate that although the literature advocates for systemic change towards sustainability as an outcome of a large palette of urban interventions, less consideration is given to the means of achieving these. The findings highlight the need to focus on processes as much as on outcomes when advocating, devising or implementing interventions. This requires a process of understanding and negotiating trade-offs and the different worldviews and values that underpin them. Addressing this entails going beyond technocratic skills through cultivating reflexivity, effective communities of practice and new forms of organising for knowledge production, as well as interrogate our roles and agency as urban researchers.

The lack of progress in the face of complex sustainability challenges has in part been attributed to a lack of imagination, rather than awareness. Nurturing and surfacing pluralistic alternative futures, as well imagining the pathways that might get us there, are key processes in bridging this imagination gap. The emerging field of design futures provides methods and tools to develop narratives as well as tangible artefacts depicting products, services and experiences set within alternative futures. These methods build on long-established interdisciplinary inquiries into how and why people develop images of the futures. The present research aims to explore young people’s images of the future (set in 2068 and 2038) through design futures methods. This paper presents the outcomes of a series of workshops in which over 70 young people (aged 16–17) imagined a series of alternative futures and developed artefacts that support the pathways towards these futures. The results reveal that while design futures methods are effective in developing and interrogating collective future imaginaries, deeper challenges rooted in the homogeneity of dominant Western imaginaries and the hyper–individualistic turn of late–modernity remain.