When Classrooms Drown gives voice to those communities. Families, teachers and students describe in harrowing detail what they endured and the dire conditions they continued to face two years later, when research for this book was conducted. Their accounts highlight the lack of adequate state support and how NGOs attempted to fill these gaps. Crucially, the book brings a sharper gendered lens to these experiences, showing how women and girls were disproportionately affected by displacement and loss of livelihoods, while also facing heightened levels of risk to their safety and wellbeing. These perspectives underscore the urgent need for disaster preparedness that explicitly addresses gender inequalities while also ensuring that children receive stronger, sustained support for their education during and after crises. Schools, in this context, are not only sites of learning but critical spaces for safety, future-making and preparedness, equipping children and teachers with knowledge and support systems before, during, and after disasters.

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Grounded in the critical and theoretical tradition of political ecology, the book calls for a practical politics that rebels against the dominance of nature, resists fascist populism and reconnects with human tradition. Robert Biel argues that two forms of ‘remembering’ are needed, first that we embrace humanity’s past connection with socio-ecological change through deep time, and second that we assimilate still-valuable socialist traditions such as dignity and creativity of work. From this basis, he proposes a novel synthesis between complex systems research, Indigenous one-ness with nature, the ‘good Anthropocene’, and Marxist perspectives on nature. This unlocks a broad interrogation of the COVID experience by drawing on notions of biopolitics and queer theory, while also re-framing theories of imperialism to critique the central role of racism. Written in an engaging style, the book builds a compelling case for a new practical and actionable politics based on reclaiming what we have lost.

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Geographies of Solar Energy Transitions focuses on how solar energy governance (both state-based regulations and more market-driven modes of governance) is evolving to address these conflicts in diverse empirical settings. Chapters and case studies by leading energy scholars explore various issues such as formulating new place-specific solar energy visions and strategies, financing specific deployment scales, expanding or replacing electricity infrastructure, accessing land, resolving conflicts surrounding competing land uses, incorporating charging technologies for transport and storage, adopting flexible energy production/consumption relationships, displacing fossil fuel energy production with renewables, enabling new energy ownership models, and addressing the many environmental and social injustices across the value chain of solar expansion including upstream extractivism and downstream waste.

Scholarship typically frames these challenges as tangential to the governance of solar energy transitions. By placing them front and centre, the book draws necessary attention to the many wider changes in society that are continuously developing due to the worldwide adoption of solar power.

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Travel Behaviour Reconsidered in an Era of Decarbonisation argues that our transport networks are mature, and the objective should be to improve operational efficiency. Over the past half century, large public expenditures in roads and railways were justified by an analytic approach to the benefits of investment, primarily the value of the time saved through faster travel, to both business and non-business users of the networks. However, average travel time has not changed over this period. People have taken the benefit of faster travel as better access to people, places, activities and services, with the ensuing enhanced opportunities and choices. This book argues that the basis of orthodox transport economic analysis has been misconceived and a fresh perspective on economic analysis is now needed.

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With helpful, full-colour diagrams throughout, each chapter includes learning objectives, introduction to concepts and themes, exercises and review sections, to guide students through the book.

The textbook is ideal for teaching environmental engineering and science, as well as interdisciplinary environmental programmes.

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Referring mainly to works by Latour, William James and Heinrich Rickert, Petersen develops ‘transcendental naturalism’ to reinterpret the interface between science and politics in the context of climate change. He highlights, for instance, issues such as the religious disenchantment of nature, the scientific disbelief in a plurality of value-laden perspectives, and the disregard for non-modern worldviews in politics. In developing its argument, the book makes a methodological intervention on the sort of naturalism that guides both Latour’s work and a large part of the academic field called ‘science and religion’.

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History and the Climate Crisis makes the case for including an environmental focus in the secondary school history curriculum by locating its arguments within established historiographical and revisionist debates. It provides much-needed subject knowledge in an area that is new for most history teachers. The author considers the disciplinary and pedagogical challenges and demonstrates how including an environmental focus can strengthen students’ disciplinary knowledge. She also builds her argument through the use of many examples and offers practical strategies for use in classrooms, including developed enquiries suitable for the secondary history curriculum. The book focuses on environmental history within a strong subject bound curriculum and will be relevant to teachers, academics and policymakers in the UK and internationally.

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