This game is presented in Chapter 2: Enhancing Social Resilience of the Resilience Learning Module II: Strategies & Actions developed by UCLG, UNDRR and UN-Habitat.
Developed by economist Kate Raworth, the Doughnut Economics model proposes a framework for an economy centered, not on growth, but on the ability of people and ecological systems to thrive. The ‘Doughnut’ is made up of an outer and inner circle, which indicate the ecological and social minimums necessary for a resilient, happy world.
- The outer circle depicts the ecological, planetary thresholds, which when breached will lead to catastrophic tipping points, and runaway greenhouse effects. These have been similarly outlined by the IPCC Special Report on Global Warming.
- The inner circle depicts the social minimums necessary in order to achieve a just, decent life for all people on earth. These closely relate to the Sustainable Development Goals (SDGs), and in their absence, a resilient city cannot be achieved.
- The area in between these circles represents the environmentally safe and socially just space in which humans and the planet can thrive together.
The “Actions for Social Resilience” dynamic/game, introduces participants to this model, and invites them to critically reflect and come up with concrete policy/program ideas of how local governments’ social, cultural and economic departments can contribute to resilience, by building the social foundation proposed by the model, while being aware of ecological limits.
Used within the context of trainings on urban resilience or local economic development, the game helps participants understand better the different social foundations of the Doughnut Economy model, its linkages with the SDGs, and the important role that integrated and sustainable social, cultural, and local economic development policies and programs have to enhance social resilience, reduce vulnerabilities, and mitigate negative impacts to the environment.
Find out more about this game, and the related lectures, in Chapter 2 of our Resilience Learning Module II.