ABSTRACT Increasingly, there is a focus on decolonised research methods and analysis that expand the lens through which the environment and sustainability can be conceived and approached (Lepore et al., 2021; Murrey et al., 2023). Within science and environmental education (EE), de/post-colonial approaches include acknowledgement of indigenous knowledge and eco-pedagogies (Zidny et al., 2020; Zocher and Hougham, 2020). While there is an ontological (and axiological) gap between creative, embodied approaches to decolonising the curriculum and approaches for integrating education for sustainable development (ESD), these concepts are inextricably linked (Shava et al., 2020; Tikly, 2023). One programme of teaching and learning at higher education (HE) level that includes eco-pedagogies with embodied approaches was designed by the performer, writer and educator Andrea Olsen. In Body and Earth: An experiential guide, Olsen (2020) draws from her teaching on an environmental science programme at Middlebury College, Vermont, USA. Intended for use in individual study, chapters which form a programme that can be carried out every day over the course of a month. This article describes a micro-research project conducted at Staffordshire University to explore lecturers’ perceptions on the teaching and learning potential of Olsen’s approach to teaching ESD and environmental science as part of subjects in a UK HE institution.

“Necropolitics” denotes powerful processes that segment populations into those whose lives are valued and those who are exposed to death. The term is often used to go beyond analyses narrowly focused on “biopolitics,” i.e., the government and furthering of the life of the population. Instead, the notion of necropolitics centers governmental practices and rationalities that expose certain groups to premature death, whether through direct killing and slaughter or through abandonment and slow violence. Achille Mbembe introduced the term. In his homonymous essay, Mbembe emphasizes the emergence of sovereign power in modernity through colonial capitalism and the slave plantation to draw attention to the persistence in the contemporary world of racialized dehumanization and militarized “terror formations” that cast those deprived of biopolitical care into liminal “death-worlds.” In geography and cognate disciplines, the bulk of writings on necropolitics examine uneven social and spatial formations and associated governing technologies that rely on violence, bordering, confinement, and abandonment. While a main focus has been on racialization, anti-blackness, and Black resistance, various authors also scrutinize the role of gender, sexuality, dis/ability, intersectionality, and more-than-human necropolitics. In doing so, authors consider a range of sites, scales, and spatialities. Most prominently, this includes the camp, zones of exception, and the plantation. These are examined, on the one hand, as locales of deadly violence and, on the other, as contested topologies that subsist across social realms at local and global scales. Likewise, various works engage with prisons and borders as well as carceral spaces and border regimes. Some authors discuss violence-based displacement and dispossession in geopolitical contexts of imperialism, settler-colonialism, resource conflicts, and war, or how globalized capitalist accumulation and extraction create so-called surplus populations and landscapes of waste and toxicity. Urban and political geographers discuss the necropolitical governance of cities, for instance in connection to exclusionary housing politics or militarized, racist, and anti-poor policing in city centers and peripheries. Moreover, attention has been drawn to “deathscapes” and undignified sites of dying and interment, including in oceans, deserts, or “potter’s fields,” as well as practices of commemoration, survival, and resistance emerging in deadly contexts. Finally, some works interrogate the conceptual foundations of necropolitics and discuss methodological challenges arising from doing research in the presence or aftermath of destruction and death. Taken together, debates in geography and cognate fields have generated a rich vocabulary that expands our understanding of deadly power, including notions of “necropolitical governance,” “necrogeopolitics,” “necro-subjection,” “necroviolence,” “necropolis,” “necroburbia,” “necrosettlements,” “necrolandscaping,” and “necroresistance.”

ABSTRACT As the effects of climate change are felt around the world, the stakes for what climate change education (CCE) is and what it can achieve have never been higher. Young people’s climate concerns are widely known, and students around the world have expressed wishes for action- and justice-oriented CCE. This article draws from research conducted with migrant-background young people and secondary educators (including geography educators) in Manchester, UK, and Melbourne, Australia, which explored intergenerational and cross-cultural responses to climate change. The article reflects on students’ and educators’ accounts of CCE and considers how geography – in conjunction with other disciplines – can sharpen students’ understandings of climate justice. It argues that geography’s key concepts and curricular foci provide a strong foundation for teaching climate justice, but that learning about distributive justice must be accompanied by greater application of recognitional and procedural justice to better support students to respond to climate change.

ABSTRACT This study explores the intricate relationship between beach conservation and human behaviour, focusing on beachgoers in Lagos State, Nigeria. It underlines the importance of nature connection in determining people’s willingness to pay (WTP) for the management and preservation of coastal ecosystems. As well as providing spaces for recreation, beaches provide vital ecosystem services such as flood protection and contributions to biodiversity, but they are often threatened by human-induced actions such as pollution. The research investigates pathways through which individuals connect with nature, highlighting beauty, compassion, emotion, contact and meaning. It reveals that participants primarily establish their connection through the aesthetic appeal of beaches. Additionally, the study uncovers a positive WTP for beach management, with most participants willing to contribute modest amounts. The study’s implications point to the need for holistic beach management strategies in Nigeria that balance economic development and environmental conservation. Ultimately, this research underscores the importance of strengthening connections between individuals and the natural world to foster pro-environmental behaviour and financial contributions to conservation efforts.

Scholars are in broad agreement that studying geography is a core component of mainstream schooling which can contribute to sustainability education. Numerous emphases that transcend geography have developed extolling the importance of holistic education, scientific knowledge, interconnected thinking, and the utopian desire to transform society and schools. School transformation is a lofty goal that requires schools to rethink what they teach, how they teach in the lessons explicitly taught in their curriculum, their co-curricular undertakings, and the implicit activities that together are the fabric of what is taught and what may be learned. Current global conceptions of sustainability education, i.e., education for sustainable development (ESD), arose from critiques that traditional environmental education based only in the natural sciences could not satisfactorily address the interlinked human and societal issues that pre-empt or cause ecological destruction and environmental issues, and the imperative, now, that is climate change. Based on the United Nations’ well-established Sustainable Development Goals (SDGs), ESD aims to give all people the knowledge, skills, values, and agency to address global challenges. Geography uniquely promotes human-environment thinking, which is essential for considering sustainable futures. Geography education is inherently concerned about the future and thus plays a vital role in helping young people imagine sustainable futures and bring about transformative change. Geography, with its embedded use of spatial technologies and measurements within observations, enables and makes visible the explicit linking of human and natural systems. Other aspects of sustainability education in geography have received less attention. Critical geography is, at best, only gently making its way into schools. There is consideration of social justice in geography education, yet few accounts from the perspective of those who are oppressed exist. The belief that the solution can be achieved by incremental individual actions when education fails to ask students to critically assess the impacts of consumerism and capitalism on those who live in poverty is being challenged.

Urban sustainability has become increasingly important due to climate change and ongoing urban development. Together with shifting demographics, with more than 50 percent of the population living in urban areas, the combined stressors of global change further necessitate diverse urban stakeholders to engage in dialogues of urban sustainability. Additionally, due to income inequality between the Global South and North and within cities, many urban regions are grappling with achieving urban sustainability; efforts include the boom of local climate action, energy and mobility transitions, and food sovereignty movements. Different dialogues of urban sustainability discussion currently exist. In Western societies, collaborative governance and socioeconomic conditions promote a particular form of urban sustainability, while the roles of class and elite are often emphasized for promoting urban sustainability in developing countries. In general, the field of urban sustainability has evolved from purely ecological aspects of sustainability to coupled social and ecological systems to a social-ecological-technological systems (SETS) approach. The role of infrastructure and its interaction with other social and ecological dimensions (e.g., nature-based solutions) have recently been discussed in urban sustainability. Additionally, there is an increasing interest in addressing justice, diversity, and equity issues for the underserved population as a part of this discussion. The three pillars of urban sustainability—social, ecological, and technological—thus need to be considered together in order to achieve urban sustainability across generations and neighborhoods.

Popular culture and the media play an integral role in shaping public perceptions concerning the geographies of military activities and power. Critical approaches in studying military geography have started to pay closer attention to cultural representations of the military and their constitutive role in legitimizing and justifying military presence and practices within varying geographical contexts. It is important to note that there is no definitive or coherent scholarship on the topic of military geographies of popular culture. Therefore, this review does not chart a single cohesive body of scholarship. Instead, it offers an illustrative account of the interdisciplinary nature of studying the popular cultural geographies of militarism and militarization. There are several ways in which geographical scholarship, especially in the field of popular geopolitics, has contributed to understanding the relationship between the military and popular culture. First, geographical work has offered critical insights into the political-economic structures of what has been termed the “military-entertainment complex,” revealing the intimate symbiotic relationship between military institutes and the entertainment industries. Second, and where the predominant focus lies, geography has brought critical attention to the cultural politics of popular military representation. This has involved a detailed critical analysis of various popular cultural forms, texts, and visual media, exposing the geopolitical imaginaries that are both reflective and constitutive of the militarized violence they depict. More recently, such work has been advanced through an interest in material cultures and “more-than-representational” accounts to consider how cultures of militarism become embedded within the context of everyday geographies. Finally, geographers have reflected on the significance of place and the everyday situated contexts in which popular militarized cultures are embedded, experienced, and negotiated. Such work has considered the role of scale, highlighting how cultures of militarism are performed and internalized, especially within the domestic setting. Such work has adopted in-depth qualitative methodological approaches to recognize how popular forms of militarism are experienced in everyday life. The review article begins with an overview of the interdisciplinary work that seeks to expose and explore the military-entertainment complex. It then proceeds with thematic sections drawing attention to how scholars, within and beyond the discipline of human geography, have critically analyzed an array of diverse popular cultural militarized texts, representations, and material objects. It ends by drawing attention to the emergent methodological approaches and techniques to studying popular military geographies.