This article offers a critical reading of Nuri Bilge Ceylan’s Ahlat Ağacı (The Wild Pear Tree) through an exploration and critique of the mythmaking and monumentalization surrounding the Gallipoli Battle and the multiple ways in which Ceylan’s film unsettles the foundational myths of the last century in Turkey. Ceylan’s scenes and characters are constructed in such a way that the male characters and particularly Sinan (the main character) refuse to succumb to hegemonic codes of masculinity. Through this cinematic refusal by an anti-hero (Sinan), the film addresses the crisis of hegemonic masculinities in their interconnectedness to militarism, nationalism, capitalism, and heteronormativity. Through Sinan’s quest for self-realization, the film signals not only the impotence and vanity of nationalist masculinities but also the caesuras and instabilities in national myths. As the last film of Nuri Bilge Ceylan’s new Land of Ghosts trilogy, which started with Once Upon a Time in Anatolia and Winter Sleep, Ahlat Ağacı seems to close the cycle with a final scene that bespeaks the possibility of unearthing lost others of national mythmaking, bringing fertility and hope to the lands in which collective amnesia reigns supreme.

Legal action by communities affected by climate change against high carbon corporate emitters is on the rise. At the same time, with the acceleration of a transition to a net-zero carbon economy, communities impacted by the implementation and operation of renewable energy projects are increasingly challenging shortcomings in the shift to renewable energy through ‘just transition litigation’. This strategy aims to ensure that respect for human rights is at the heart of the new energy paradigm, and that human rights abuses by the fossil fuel and mining sectors are not replicated. Progressive legislative reforms may also contribute to ensuring a fast and fair transition. This article examines how legal action and legislation may provide communities and rights-holders with pathways to climate justice – and sheds light on the need for a rights-centred approach by corporate actors and governments to the new energy transition.

In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.