Abstract This article brings together a transdisciplinary collective of academics to critically explore the impacts of planetary thinking across the higher education sector in settler colonial Australia. Growing out of weekly critical practice dialogues between scholars in the fields of Indigenous studies, education, design, philosophy, geography, art, literary studies, communication, urban research and political science, the authors undertake a pluriversal counter-mapping of the university as a place where many worlds meet. Resisting tendencies towards universalisation which continue to dominate discussions of the planetary, the article proposes a pedagogy which embraces multiple worlds, natures and temporalities to open dynamic potentials for integrating planetary thinking into teaching and learning across the university.
Daley et al. (Tue,) studied this question.