Research papers
You can find all my research papers on Google Scholar; many of them are open access (free to read) though some of the older ones are not.
Some of my sole-authored and lead-authored papers are posted here (below) with full text.
If you’d like a copy of any of my research and can’t access it, please reach out and I can email it to you directly.
Feeling Climate (In)Justice
This lecture maps climate distress as an issue of in/justice. It reflects on the need to differentiate between different people’s different, and unfair, experiences of climate distress, as well as how climate distress is amplified and manipulated through ‘greenhouse gaslighting.’
“Climatic-affective atmospheres”: A conceptual tool for affective scholarship in a changing climate.
In everyday contexts ‘climate’ and ‘atmosphere’ are frequently used to refer to either the meteorological or the affective. I suggest we should take such common linguistic usage not as mere coincidence but as evidence of their always-already entangled nature. Definitions of the two can be eerily similar: what is climate, if not a set of relationally composed forces that literally press, shape, form, emanate from, and filter between ecological bodies, as affect has been defined?
School strike for climate: A reckoning for education.
In this article framing a special issue on the global school strikes for climate, we ask: what if education is not the solution, but part of the system young people want to change? In conversation with school strikers and reflecting on the contributions to this issue, we argue that the strikes pose a reckoning for education.
Educators’ experiences and strategies for responding to ecological distress
This study surveyed environmental educators about their experiences and strategies for responding to their learners’ ecological distress. Educators’ strategies included encouraging students to engage with their emotions, validating those emotions, supporting students to navigate and respond to those emotions, and empowering them to take climate action.
Bearing worlds: Learning to live-with climate change
This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds.
Climate justice in more-than-human worlds
Engaging with the bushfire smoke that blanketed eastern Australia throughout 2019/2020, I seek to revitalise climate justice by engaging with theories of more-than-human transcorporeality. To do so, I articulate an aspirational climate justice, where aspiration is understood as a yearning arising from inhibited breath. Aspirational climate justice considers the relationally composed human and non-human bodies that breathe, as well as the relationship – respiration – itself, as subjects, and offers a politics through which we might keep breathing together towards a more liveable world.