This article develops a model to explain the emergence and persistence of shared memory, providing a practical toolkit for empirical research in memory studies. It begins with a review of the concepts of individual and collective memory, highlighting their limitations. In response, the article introduces two alternative concepts – subjectivised memory and hegemonic memory – that capture the interdependence of individual and collective memory while moving beyond their dichotomy. These concepts form the theoretical basis of the proposed model. The article applies the model to the example of Holocaust remembrance in Germany, illustrating how memory becomes hegemonic and persists over time.

This study investigated the interaction between oral task enjoyment and task repetition and the effect of this interaction on second language learners’ speech complexity, accuracy, and fluency. In the context of task-based language teaching, task enjoyment is a context-specific, situational emotion that arises during task performance and is hypothesised to enhance engagement, motivation, and overall task performance, whereas task repetition is a classroom procedure shown to improve fluency, and possibly also complexity and accuracy. Fifty-two Polish young adult learners of L2 English completed the Oral Task Enjoyment Scale before exact task repetition. Their oral task performances were analysed before and after immediate exact task repetition. Results from Generalized Linear Model analysis reveal that 1) task repetition enhances lexical diversity and marginally improves fluency, 2) higher levels of oral task enjoyment positively influence learners’ lexical diversity, correct verb forms, and speech rate, yet 3) its interaction with task repetition is not significant, suggesting that task repetition benefits are consistent across different levels of enjoyment. These findings imply that task repetition is an effective strategy for improving language performance, regardless of learners’ emotional engagement with the task.

In this paper we theorise climate fiction in the context of Dirrayawadha: Rise Up, by Anita Heiss (2024). Dirrayawadha: Rise Up is a literary novel that narratises historical truths in a dialogic encounter. Through an exploration of love, resilience and resistance, the novel recounts early moments of invasion while simultaneously revealing the links between colonial violence and environmental crisis. We examine four excerpts from the novel to illustrate how the narratisation of historical truths and usage of literary devices and language works. We also show how the translanguaging in the novel, where some sections shift between English and Wiradyuri, enable the text to transcend some of the limitations of English. The novel reveals how the genesis of environmental crisis in so-called Australia begins in the first moments of invasion. Heiss (2022) argues the need for settlers to read more First Nations writing as a form of truth-listening (Kwaymullina, 2020).

The signals and consequences of, and currently overall eco-socio-cultural inadequate responses to, the pressing climate and biodiversity crises of the Anthropocene foster a landscape of repression, hopelessness and anxiety among many, not least young people. As young people today seem to primarily encounter dystopian future narratives, this article tells a story about how playing an open-ended, solarpunk, character-driven cli-fi tabletop roleplaying game together with young people might nurture non-dystopic engagements. Designed as both a research and educational playspace, the game invites participants to become co-researchers and co-narrators engaged in imagining life-friendly futures, attempting to push the boundaries of environmental and sustainability education research. In conversation with the theoretical inspirations of the game — post-Anthropocene pedagogy, climate literacy research and SF multispecies storytelling — the article discusses insights from the first prototype playtests. When the game flows, it produces engagements with speculative futures and understandings of hope’s relational and complex character. When it halts, it reveals challenges around participation, social context and setting, pointing to directions for further research and game alterations.

This article explores multispecies climate fiction as a mode of inquiry that speculates-with other-than-humans. To explore cli-fi’s potential in research, I position speculative fiction in the field of research-creation, a praxis that combines artistic exploration with scholarly inquiry. Adopting a research-creation approach, I wrote the multispecies cli-fi story Canopy of the Hidden Alley. The story emerged from the Multispecies City Lab project, a participatory research project that invited participants to imagine multispecies life in urban areas affected by climate change. I engaged creatively with the research findings of the Multispecies City Lab project, using participants’ imaginaries as a proposition to write the cli-fi story. In this article, the story Canopy of the Hidden Alley is presented alongside methodological reflections on speculative fiction and research-creation, as well as theoretical conceptualizations of what it means to speculate-with other-than-humans in climate fiction. This article discusses the potentiality of speculative fiction as a form of research-creation, demonstrating how creative writing enabled deeper engagement with issues of identity and positionality, social and relational hierarchies and the interplay of multiple temporalities, which guided toward new understandings of multispecies entanglements in the context of climate change and speculative climate futures.

This article examines the representation of climate as hyperobject — described by Timothy Morton as something that is “massively distributed in time and space relative to humans” (Morton (2013) Hyperobjects: Philosophy and ecology after the end of the world. University of Minnesota Press, p. 1) — in fantastique genres (inclusive of fantasy, speculative and science fiction, horror, supernatural and New Weird genres) that arguably characterised climate fiction’s beginnings. By positioning such climate fictions within “the literature of the impossible” (Boucher (2024) The specificity of fantasy and the “affective novum”: A theory of a core subset of fantasy literature. Literature, 4(2), 101–121), I investigate the difference between what might be considered more speculative climate fictions and the increasingly common, more realist and literary cli-fi narratives. In other words, I discuss what, now, is the “use” of the speculative and the fantastic in climate fiction when climate crisis itself is indeed real and far from “impossible.” Discussing N.K. Jemisin’s fantasy series The Broken Earth (2015–2017) and Jeff VanderMeer’s horror/New Weird series Southern Reach (2014–2024), I argue that “climate-fantastic” novels are well-positioned to narrativise climate change as a hyperobject due to the ability of speculative, fantastic genres to exceed the limitations of Western-capitalist-colonial storytelling practices. I also consider the role of speculative climate fictions in education, including the importance of reading, studying and writing into the speculative alongside the realist when it comes to climate crisis.

This essay begins by reviewing the theoretical debates within literary-critical “ecocriticism” over what Paul J. Crutzen and Eugene Stoermer termed the “anthropocene” and what Jason Moore terms the “capitalocene.” It explains how those debates are implicated in recent climate fiction, which Daniel Bloom dubs “cli-fi.” These debates have direct implications for the possibilities and prospects for environmental education, insofar as both “high” literature and “popular” fiction remain important objects of educational practice. The essay proceeds to a critical account of the climate fictions of the Californian science fiction writer Kim Stanley Robinson, arguably the leading contemporary Anglophone cli-fi writer, whose work regularly features in environmental education programmes.

This article examines the transformative potential of the 2CG® (Content- and Context-specific Generic Competency Coaching) method in advancing climate education across disciplines, hierarchies, and cultures. Drawing on case studies and theoretical insights, it demonstrates how this multi-method approach deepens emotional engagement through imagination, challenges entrenched behaviours, and supports the development of climate-responsive competencies. By integrating polyphonic storytelling, poetry, the arts, and climate fiction, the 2CG® framework empowers learners to critically engage with ecological issues and adopt climate-conscious behaviours. Central to the approach is the co-creation of climate imaginaries — transformative narratives that interweave human and more-than-human perspectives to foster deep reflection, relational awareness, and contextually grounded action. Overall, this pedagogical model cultivates the cognitive, emotional, and dialogical capacities learners need to navigate complexity and contribute meaningfully to just and regenerative transitions.

Reworlding (Haraway, 2016, Staying with the trouble: Making kin in the Chthulucene. Durham, Duke University Press) underscores the significance of Indigenous cosmologies that perceive time and place through circular, recursive and reciprocal relationships. This recognition acknowledges the perpetual regeneration and transformation of the world, which flourishes through novel ways of worlding. Moving away from dystopian-utopian binaries in climate fiction (Cli-Fi), genres of hopepunk and solarpunk align with the collective and affirmative ethos of reworlding and its near-future grounded relationality. Climate Change Education (CCE) is situated in relation to the impacts of climate emergency on cities through urban play, opening up an opportunity for collective and collaborative live-action futuring for better worlds by reworlding together. These methods were developed through the design of a climate action game experienced through live-action role-play in a Carlton street closed for two days in Naarm Melbourne. The game design responds to cascading impacts of the climate emergency on the city in 2050 as it becomes a megacity of 8 million residents. Thematically, this fiction explores how we might live well together while players are invited to experience this scenario by learning how to reworld a neighbourhood together. Through this case study, the capacity of Cli-Fi and CCE to dream alternate social imaginaries are explored via urban role-play.

As climate change accelerates, its most devastating impacts fall on those already marginalised, deepening existing inequalities. This underscores the need for climate change education to attend not only to the scientific but also to social, cultural and ethical dimensions. Like science fiction, climate fiction (cli-fi) has often reinforced colonial, patriarchal and anthropocentric worldviews. However, some contemporary cli-fi narratives challenge these paradigms by offering alternative visions that centre climate justice and the voices of those most affected by climate change. In this paper, we examine two contemporary Australian cli-fi narratives — Merlinda Bobis’s Locust Girl and Alexis Wright’s The Swan Book — and their potential role in climate education. Integrating these cli-fi into a cross-disciplinary higher education curriculum can enrich climate change education by encouraging critical, ethical and imaginative engagement and prepare students to navigate and respond to the crisis in transformative ways. Not only do these texts critique climate inequalities but they imagine alternative ways of being, positioning characters in relational entanglements with climate, cultures and place. We conduct an ecocritical analysis, applying a critical posthumanist and ecofeminist lens, to examine how these narratives disrupt anthropocentric and patriarchal logics and advocate for relational, justice-centred approaches to climate issues. Climate change concepts that emerged from this analysis act as a guide for educators.

Climate fiction (cli-fi) is widely assumed to have cognitive value for student and teacher understanding of climate change, often attributed to automatic mental processes based on trial and error. This study argues its cognitive value lies in systematic mental actions that transform cli-fi into school science problems for educational benefits to students and teachers. A guide, grounded in agentive activity theory, was developed to orient these actions and tested with three secondary school biology teachers. The participants worked with two excerpts from “The Ministry of the Future” by Kim Stanley Robinson and another adapted from the article “Scientists at odds over wild plans to slow melting glaciers” by Hannah Richter. Think-aloud and retrospective interviews were used. Three key stages emerged: narrative immersion in cli-fi, problem structuring and editing/correction. The findings indicate that the guide supports teachers’ agency and self-regulation during the transformation process, although there is a limitation related to teachers’ content knowledge. It is concluded that the guide enhances teachers’ control over cli-fi transformations, and the educational cognitive value of cli-fi may reside in agentive activity.

Inclusive education, a foundation of modern educational discourse, requires progressive approaches that extend beyond cultural boundaries and promote effective, collaborative learning environments. In this systematic review, we thoroughly examine preservice teachers’ readiness for inclusive education by analysing how their attitudes, experiences, and training shape their perceptions and self-efficacy. Drawing on studies from the past two decades, we report generally positive attitudes toward inclusive practices alongside challenges such as limited practical experience, time constraints, and insufficient institutional support. In this review, we critique current tools for measuring teacher self-efficacy and call for more comprehensive, culturally responsive approaches. Findings indicate that although formal training fosters positive attitudes, its impact is maximised when combined with authentic teaching experiences. Overall, this systematic review underscores the need for an integrated teacher education strategy that bridges theory and practice, thereby equipping teachers with the skills and confidence to meet students with diverse needs.

The realisation that climate tipping points may be triggered in the upcoming decades underscores the urgent need for transformative educational responses to the climate crisis that integrate scientific knowledge with socio-political dimensions. However, the consolidation of Education for Sustainable Development has gradually displaced Environmental Education (EE) from institutional and academic spaces, shifting the focus away from systemic critiques of the socio-economic drivers of the environmental crisis. Through a historical perspective on the consolidation of the paradigm of sustainable development, this article calls for an EE capable of addressing the root causes rather than the symptoms of anthropogenic climate change, contending that the survival of EE as an independent, counter-hegemonic field is essential for fostering transformative educational practices that confront climate emergency.

The nexus of artificial intelligence (AI) and memory is typically theorized as a ‘hybrid’ or ‘symbiosis’ between humans and machines. The dangers related to this nexus are subsequently imagined as tilting the power balance between its two components, such that humanity loses control over its perception of the past to the machines. In this article, I propose a new interpretation: AI, I posit, is not merely a non-human agency that changes mnemonic processes, but rather a window through which the past itself gains agency and extends into the present. This interpretation holds two advantages. First, it reveals the full scope of the AI–memory nexus. If AI is an interactive extension of the past, rather than a technology acting upon it, every application of it constitutes an act of memory. Second, rather than locating AI’s power along familiar axes – between humans and machines, or among competing social groups – it reveals a temporal axis of power: between the present and the past. In the article’s final section, I illustrate the utility of this approach by applying it to the legal system’s increasing dependence on machines, which, I claim, represents not just a technical but a mnemonic shift, where the present is increasingly falling under the dominion of the past – embodied by AI.