Inviting Non-Human Stakeholders

Including more-than-human perspectives in a project

Typically, individuals view a particular problem or case study solely from a human-centered point of view and prioritise anthropocentric values, requirements and goals. However, acknowledging non-human perspectives is essential for achieving social and ecological harmony. Humans are not the only inhabitants of the planet, and our actions and decisions impact the entire ecosystem.

To achieve sustainable and harmonious relationships with other species and the environment, we need to understand and respect their perspectives and needs. This tool invites students to incorporate ‘more-than-human’ viewpoints. It encourages students to embody the perspectives of specific non-human entities, including animals, plants, rivers, forests or mountains, related to the issue or case study being discussed.

Learning outcome

The student is able to empathically connect to non-human perspectives

This activity invites students to embody non-human perspectives when working on a case or project.

1.Setting the Scene

10 mins

Introduce the case to the students, using elements of storytelling.

Read the story of the case and invite the students to listen with their senses: “What do you hear, see, smell, taste and feel?”

End the story with a future-oriented question: “What future do you envision for this place?”

Tip: see sample cases and tips for storytelling.

2.Presenting Non-Human Perspectives

10 mins

Start by presenting several cards to the students, each representing a different non-human character or entity relevant to the case. Include characters and entities with different time perspectives, e.g., a bird, a tree, a river or a mountain.

Then, invite the students to select one of the ‘characters’ by choosing a card and reading the description of the character’s contributions to the local ecosystems and culture, as well as their needs and wants, on the back of the card.

Tip: see tips on how to create example cards.

3.Embodying Non-Human Perspectives

20 mins

Give the students some time in silence to imagine themselves “in the role” of their chosen character. Encourage them to focus on sensory aspects, such as how the chosen character feels, what they notice, what they smell or taste and how they move.

Next, ask the students to reflect individually on their character by jotting down descriptive words, creating drawings or engaging in other forms of expression.

Tip: you can assist the students in this process by providing guiding questions.

4.Embodying your character

30 mins

Form groups of 3 students and provide them with the following instructions:

Individually, take a look at your free writing or drawings from the previous step. Write down an opening question that will help you engage in a conversation with your chosen character.
Once everyone is ready, take turns embodying your characters. When a student is ready, the other students in the group will ask the opening question and continue the conversation by asking follow-up questions related to the character’s emotions and experiences. Encourage students to connect the conversation to the chosen case.

Encourage students to address each other as their characters instead of their names.

Please note, as part of assessment as learning, students answer reflective questions in Step 4 or 5.

5.Bringing Perspectives Together

20 mins

Invite the student groups to share the insights they gained from embodying a non-human perspective.

Considering the totality of the perspectives, ask students to write one sentence or statement collectively to summarise their wish for the future of the given case.

Please note, as part of assessment as learning, students answer reflective questions in Step 4 or 5.

To assess the ability of students to connect to non-human stakeholders in an emphatic manner, students write a brief reflective journal entry, answering reflective questions. You can choose to include the assessment in Step 4 or 5 of the learning activity.

Purpose

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Roles

Self-assessment

Characteristics

Self-regulated learning

Materials

Reflective questions

Download Reflective questions

Sample cases and tips for storytelling (Step 1) can be downloaded below and found on:

Tips for creating cards (Step 2):
Prepare a set of cards with non-human characters, relevant to the case study – e.g., animals, rivers, and trees. You can find royalty-free images on Pexels.

Guiding questions (Step 3) can be downloaded below.

Download Sample Case and Story

Download Guiding questions