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This paper engages narratives from Tess Lea's (2020) book 'Wild Policy' for how they help consider the messy or 'wild' nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and 'ambiences' or materialities, and their interrelations. We examine how a Saskatchewan university's draft SDG plan manifests aspects of pre-fabricated globally mobile 'wild policy', including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research. [ABSTRACT FROM AUTHOR]

The combined impacts of COVID-19 and global climate change are destabilising the infrastructures and future prospects of formal educational systems, with schools and universities struggling to adapt to conditions of radical precarity. At the same time, activist movements are generating alter-educational platforms that reappropriate the learning infrastructures of cities as mobile architectures of pedagogical resistance. Building on Harney and Moten's The Undercommons, this paper discusses transnational examples of radical pedagogies that engage the city as an ecology of deformalised study. We highlight examples from Melbourne's COVID-19 lockdown regime, emphasising how informal study enabled community-led responses to crisis at city-scale. We then turn to urban ecologies of study arising from contemporary activist movements, drawing connections between protest movements in Hong Kong and Deleuze and Guattari's concept of the 'war machine'. This leads to a speculative re-imagining of alternative educational values and futures within a milieu of activist study, care, and resistance. [ABSTRACT FROM AUTHOR]

Childhood studies scholars have increasingly sought to examine the complex entanglements of children's lives with nonhuman materials, animals, plants and earthly processes. Doing so has enabled new insights into children's relationships with global challenges such as climate change. Now, researchers from many disciplines are reflecting critically upon whether such challenges can be obviously ascribed to human activity, suggesting that we are entering a new (geological) epoch: the Anthropocene. The present collection of papers offers a range of empirically-informed, critical and theoretical analyses of the (possible) relationships between children and the Anthropocene. This paper frames the key debates covered in the symposium, introducing recent scholarship in childhood studies and opening out critical reflections on the term 'Anthropocene'. It also provides an introduction to the papers making up the symposium. [ABSTRACT FROM AUTHOR]