We live in turbulent times. Humanity has become a geological force altering planetary conditions whilst notions of a universal abstract human have been challenged by the geohistorical formation of ecologies of power, capital and nature. Climate change, along with conceptualisations of education rooted in industrial framings of the world centring on human progress, testifies to multiple crises. This contribution attends to the connectedness of multiple crises and the complexity needed to address them by probing their marks, what is introduced as the etchings of metacrisis. In so doing, climate change and education are brought together to problematise the mindset of modernity and Enlightenment and the transhistorical continuity of -isms violences (capitalism, colonialism, imperialism, industrialism). Transoceanic thinking and Édouard Glissant’s notion of whirling encounters are mobilised along an affective approach to archives re-imagining environmental education. Such an approach prompts imaginaries of eco-relationality traversing the local and the global, the past and the present and re-vivifying the relationality of peoples and Land without downplaying violences of the -isms.