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This commentary addresses three objectives: (1) to situate and contextualise the ongoing military assault on Gaza within longer colonial histories in Palestine; (2) to collate resources that can equip geographers—specialist and non‐specialist, academic and non‐academic—with resources to build decolonial politics on Palestine–Israel; and (3) to contribute to discussions on what we, as geographers, can do to support Palestinian calls for liberation. These objectives are informed by a strong conviction that now is not a time for equivocation or silence. Palestinians, both in Palestine and in exile, need robust support and solidarity. This commentary offers one example of the form this support and solidarity can take in the context of academia. It does so by calling forth our discipline's plural and deep commitment to justice and thoroughgoing critique of the deleterious power structures and colonial legacies that have brought us to this current moment of crisis in Palestine. This commentary addresses three objectives: (1) to situate and contextualise the ongoing military assault on Gaza within longer colonial histories in Palestine; (2) to collate resources that can equip geographers—specialist and non‐specialist, academic and non‐academic—with resources to build decolonial politics on Palestine–Israel; and (3) to contribute to discussions on what we, as geographers, can do to support Palestinian calls for liberation. [ABSTRACT FROM AUTHOR]

International student mobilities (ISM) is an important but increasingly complex and controversial topic. Politically, the contested nature of international student mobilities is driven by the confluence of immigration policies, increasing demand for global education, and new higher education funding imperatives. Academically, international student mobilities is a key field of study which intersects with three subdisciplines of geography: political, population and social. Our intervention reveals, for the first time, how current UK migration management policies are actively ‘producing’ the international student as a population category. We illustrate the effects of this production through its operationalisation into universities and everyday student lives. We achieve this by developing an analytical framework informed by theorisations of ‘dynamic nominalism’, which is complemented by data from semi‐structured interviews and policy documents. Our findings uncover the existence of multiple populations within the international student category, exposing the inherent complexities, hierarchies of privilege and contradictions therein. Notably, we identify a conceptual and empirical distinction between those produced as ‘international students’ based on their visa, and those produced as ‘international students’ via their tuition fee status. The implications of this intervention are important for the contentious landscape of higher education and immigration policy because the paper challenges assumptions about, and raises ethical questions regarding the treatment of, the ‘international student’. Our analytical framework also has wider applicability beyond the subject of ISM, through its potential to aid geographers, and those in cognate disciplines, concerned with addressing fundamental questions about how and why categories are produced and the consequences of this production. [ABSTRACT FROM AUTHOR]

This is the first in a series of occasional editorials in which we guide our readers through groups of papers that we consider to be 'way‐finding' contributions to geographical debates. Our emphasis on 'way‐finding' and navigating through scholarly work engages a tension we identified around Transactions' remit of publishing so‐called 'landmark' papers which are likely to stimulate and shape research agendas in Geography. We use this editorial as an opportunity to refocus attention away from the landmark paper as a static object of high repute that people come to visit, and towards the active role of landmarks as way‐finders used to navigate and engage with a landscape. The papers spotlighted in the editorial provide noteworthy examples of recent efforts to understand non‐human lifeworlds and the legitimisation of concepts and experiences constructed in/by Majority World scholarship. The papers are also notable for their careful approach to shaping agendas, marked by an awareness of past and present geographical scholarship, while also envisioning the discipline's future. This is the first in a series of occasional editorials in which we guide our readers through groups of papers that we consider to be 'way‐finding' contributions to geographical debates. We use this editorial as an opportunity to refocus attention away from the landmark paper as a static object of high repute that people come to visit, and towards the active role of landmarks as way‐finders used to navigate and engage with a landscape. [ABSTRACT FROM AUTHOR]

Concerns about runaway artificial intelligence (AI) – including large language models (LLMs) like ChatGPT – are at the forefront of contemporary political, social, and scientific discourse. This commentary provides a first look at ChatGPT's capabilities and limitations in supporting geographic research, critical thinking, learning, and curriculum development. We assessed ChatGPT's geographic knowledge, synthesising abilities, and potential for extrapolation. ChatGPT was employed for writing assistance, research evaluation, curriculum material creation, and content generation. Despite achieving scores of 47% to 55% on an actual exam paper, ChatGPT exhibited shortcomings including the generation of false references. Ethical concerns regarding academic misconduct, model bias, robustness, and toxic output were also identified. We assert that AI and LLMs like ChatGPT have transformative potential in Geography education and knowledge production but demand critical usage. Accordingly, we urge geographers to enhance AI literacy to enable responsible and effective use of these assistive technologies in our academic practice. This commentary provides a first look at ChatGPT's capabilities and limitations in supporting geographic research, critical thinking, learning, and curriculum development. We assessed ChatGPT's geographic knowledge, synthesising abilities, and potential for extrapolation as well as its use as a supportive technology for writing assistance, research evaluation, curriculum material creation, and content generation. We close by urging geographers to enhance AI literacy to enable responsible and effective use of these assistive technologies in our academic practice. [ABSTRACT FROM AUTHOR]

In this editorial we ask key questions about what it means to publish 'a journal' in a world of publishing which is driven by individual article metrics and online access. Seeing the value of journals as venues for intellectual debate, we therefore set out a renewed vision as to how the Transactions of the Institute of British Geographers can provide space for more collective and collaborative approaches to geographical debate. This approach revolves around the idea of 'transactions' itself and creating spaces in the journal for more commentary, debate and dialogue, alongside continuing to publish landmark papers. In this editorial we ask key questions about what it means to publish 'a journal' at the current moment, and set out a renewed vision as to how Transactions of the Insittute of British Geographers might provide space for more collective approaches to geographical debate. This approach revolves around the idea of 'transactions' itself and creating spaces in the journals for more commentary, debate and dialogue, alongside continuing to publish landmark papers. [ABSTRACT FROM AUTHOR]

Research in geography and allied disciplines on gendered experiences in Africa have struggled to comprehend the nuances that make up young men's lifeworlds. Influenced by theoretical orientations in urban studies, which demonstrate how music offers a way to explore social dynamics in Africa, we examine the thoughts, actions, and experiences of male youth in Ghana using Guru's popular song "Boys abrƐ [Boys are tired]." Drawing on interviews and focus groups with young people in Accra, the empirical findings and analysis illustrate how the phrase "boys are tired," and the dispositions it evokes, provides a subversive critique of and protest against the precariousness of contemporary Ghanaian urbanism. Problematically, "Boys are tired" also encourages the (re)calibration of gender relations on patriarchal terms. These insights extend debates around geographies of children and youth and gender relations in two novel ways. First, the vernacular of "tiredness" generates fresh theoretical perspectives on a wider set of questions about youth agency and contemporary gender relations, namely, how young people are implicated in the reproduction of patriarchy. Through doing so, we identify a set of troubling gender relations unfolding in Accra that are conceptualised as "retaliatory patriarchy" which has three constituent elements: entitlement, resentment, and obliviousness. Second, the paper detects reasons why young men in Accra are reluctant to support feminist action and suggests how to counter this trend. These findings support wider efforts, within and beyond the discipline, to better conceptualise and prevent the perpetuation of inequity and oppression along gendered lines. [ABSTRACT FROM AUTHOR]

This special section illustrates how learning and teaching in UK higher education reinforces, but can potentially also help to counteract, racism. This introduction provides some context for this intervention and provides an outline of key themes that emerge from the collection of papers. We use these themes to sketch out three guiding principles for the incorporation of explicitly anti‐racist praxis in our learning and teaching within British Geography: (1) Recognise each other's humanity, (2) Say the unsayable, and (3) Experiment with (y)our history. We call for explicitly anti‐racist praxis while conscious of the "disciplinary fragility" that moves to address racism might elicit. It is argued that an anti‐racist approach to learning and teaching in British Geography has the potential to equip staff and students with the tools to help make our discipline, and wider society, more equitable and just. [ABSTRACT FROM AUTHOR]

This article intervenes in recent debates over the whiteness of the higher education geography curriculum. Focusing on UK‐based universities, I examine the why and the white in the question "Why is our geography curriculum so white?" It is argued that the answer is coloniality‐induced institutional racism. I propose that engaging with insights from critical race theory, social justice and decolonial scholarship could help British geography to more effectively challenge racism, and other forms of dehumanisation, in our institutional arrangements and teaching practices. Focusing on UK‐based universities, this article examines the why and the white in the question "Why is our geography curriculum so white?" It is argued that engaging with insights from critical race theory, social justice and decolonial scholarship could help British geography to more effectively challenge racism in our institutional arrangements and teaching practices. [ABSTRACT FROM AUTHOR]

Geographers have shown how mobile phones are transforming urban economies in Africa by altering the temporal and spatial nature of commercial transactions. Less well documented is how young people in Africa are using mobile phones to navigate the interplay between personal hopes, social expectations, and financial uncertainty associated with urban life. Drawing on qualitative data from youth in two Ghanaian cities, and insights from literature on youth geographies, hustling, and everyday urbanism, this paper explores how young people use mobile phones to conjure up and sustain social relations and income‐generating opportunities in urban settings. Three significant thematic findings emerge from our empirical data: the role of mobile phones in shaping young people's social status and responsibilities; the use of mobile phones as instruments for surveillance and relationships; and the use of mobile phone technologies as assets for realising income‐generating opportunities. Conceptually, our exploration of mobile phone usage furthers geographical scholarship by providing new insights on the multidimensional nature of constraints faced by youth and their strategies to overcome them. Furthermore, the incorporation of a comparative element within the study illustrates the need for a more spatially nuanced understanding of young people's uptake and use of mobile phone technologies. [ABSTRACT FROM AUTHOR]

This editorial outlines a research agenda for critical exploration of transnational youth mobilities centred on three concepts: emotions, inequity, and temporality. This agenda offers novel perspectives on the interplay between geographies of social difference and the multiscalar forces governing and being made through mobility. Emotions advance theorisations of agency by providing a generative lens to examine how aspirations, social relationships, and political subjectivities intersect to inform young people's lifeworlds and mobilities. Critical analyses of how youth navigate challenging structural conditions are shown to be sharpened by considering the mutually constitutive nature of inequity and (im)mobility. A temporal lens reveals how youth mobilities are driven, experienced, and shaped by structural and social dynamics including, but not limited to, precarity, border regimes, and intergenerationality. We conclude by charting how further explorations into the diverse emotions and temporalities of youth mobility, centred on questions of inequity, can significantly advance scholarly debates within and beyond population geography. [ABSTRACT FROM AUTHOR]

This article explores the role of agency in determining who is and is not considered to be a legitimate victim of human trafficking. It draws on critical human trafficking scholarship and research on the life chances of West African youth. This is complemented by qualitative data from youth embroiled in football‐related human trafficking. The insights from these analyses are brought into conversation with theoretical work on the geographies of commodities. This results in the concept of "the football trafficking fetish," which is used to theorise how and why the agency of mobile youthful African male bodies undermines their claims of being trafficked human beings. The findings that emerge are significant in two ways. First, they generate theoretical insights on the coexistence of agency and exploitation in young lives and how young people's aspirations and agency can be (mis)read and work against them. Second, they provide a unique illustration of how human trafficking is a product of capitalism yet can be presented as a form of behaviour that lies outside of capitalist social relations. To centre these social relations and foster new forms of critical dialogue within and beyond population geography, the article concludes by recommending we consider the implications of conceptualising people as susceptible to rather than vulnerable to human trafficking. [ABSTRACT FROM AUTHOR]

This paper uses in‐depth qualitative data, obtained as part of research examining human trafficking from Slovakia to the United Kingdom, to explore the place of children in human trafficking processes. Rather than foregrounding cases of children as direct subjects of abuse, the paper focuses on instances where children are used to control, manipulate and exploit relatives embroiled in human trafficking. We study examples when children are moved across national borders and those when they remain in the home country, and show how in both accounts their (absent) presence constitutes a significant means for facilitating, maintaining and intensifying the exploitation of their adult relatives. Through doing so, the paper demonstrates how identifying the distinct spaces and moments within which children appear in narratives of exploitation has the potential to uncover nefarious practices occurring within the human trafficking process, as well as the indirect effects of human trafficking on family dynamics. The paper extends conceptual understandings of agency in human trafficking by illustrating how children are simultaneously subjects of exploitation and emplaced through complex channels within the exploitation of others. [ABSTRACT FROM AUTHOR]

This paper demonstrates why and how a fuller geographical perspective extends contemporary scholarship on human trafficking within and beyond the discipline. We employ a relational approach and draw on in‐depth qualitative research with trafficked persons and a range of stakeholders in Slovakia and the United Kingdom (UK), to depict how the processes underpinning human trafficking are non‐linear and operate instantaneously at multiple intersecting scales and temporalities and through diverse mobilities. The analysis problematises the discrete and homogeneous notion of space coupled with a linear conceptualisation of time and, more specifically, the normative portrayals of recruitment, transit and exploitation as distinct and sequential phases of human trafficking. Instead, the individuated experiences of trafficked persons are examined in relational geographies of inequality, manoeuvring and mobilities. Such a conceptual shift ensures that efforts to understand and combat human trafficking address its effects as well as the wider social relations and structural conditions that facilitate exploitation. We conclude the paper by outlining how a relational‐geographic perspective has the potential to foster new forms of dialogue and inquiry within and beyond the discipline. [ABSTRACT FROM AUTHOR]

The theme for the chair's plenaries at the 2017 Royal Geographical Society (with the Institute of British Geographers) ( RGS- IBG) Annual Conference is 'Decolonising geographical knowledges: opening geography out to the world'. This commentary explains why this pursuit of critical consciousness via decolonial thinking could do more harm than good. We show how the emphasis on decolonising geographical knowledges rather than structures, institutions and praxis reproduces coloniality, because it recentres non-Indigenous, white and otherwise privileged groups in the global architecture of knowledge production. It is argued that an effective decolonial movement within geography must recognise the intersectionality of indigeneity and race, and necessitates that the terms on which the discipline starts debates about decolonisation and decoloniality are determined by those racialised as Indigenous and non-white by coloniality. [ABSTRACT FROM AUTHOR]

This article reviews the IPPR commissioned report 'Securing the Future of Higher Education in England'. It is argued that the report identifies key shortcomings in contemporary higher education policy, and develops some important recommendations for shaping the sector in the future. However, several of the proposed recommendations would create new divisions in the sector and reinforce existing ones. Moreover, the report maintains and reproduces the ideological status quo of contemporary higher education policy, which can broadly be described as the organisation and provision of higher education along 'quasi-market' lines. Crucially, although the report advocates reform based on social justice, in the contemporary context of fiscal retrenchment, the majority of recommendations are underpinned by, arguably necessary, economic rationales. [ABSTRACT FROM AUTHOR]