ABSTRACT Amid intersecting global crises—war, genocide, the erosion of academic freedom and the deepening precaritisation of higher education—this paper reflects on the pedagogical possibilities of cultivating a ‘geography of hope’. It responds to students' demands for a more grounded connection between critical theory and practice and considers collective critical mapping as one tool for linking classroom learning with situated social struggles. While bringing alternative practices into the classroom—through examples or guest speakers—can momentarily inspire, such efforts, though valuable, are not sufficient. The paper argues that hope must be actively cultivated as a practice of doing geography . It explores the multi‐scalar spaces where this cultivation becomes possible—within ourselves, within the classroom, and in the spaces that exist outside, within and in between formal educational settings. In doing so, the paper contributes to broader conversations on the role of hope in geographical education in times of crisis.
Mariasole Pepa (Tue,) studied this question.