This paper challenges the proposition that connecting with nature through direct encounters with nonhumans promotes ethical regard for them. It probes the limits of more-than-human ethics founded on personal encounters which struggle to cross distance and difference. I consider how personal engagement influences ethical perspectives and attend to processes by which care for nonhumans is learnt. Empirical research in community gardens reveals diverse relationships with nonhumans and underlines the importance of attending to qualities of relating. I propose typologies for thinking through more-than-human relationships, organising them according to degree of care. The research finds limits to gardening’s potential to promote more care-full relations with others, with care limited by the prevalence of instrumental relationships with nonhumans. Learning to care for nonhumans requires a sense of connection to combine with disconnection gained through reflection, setting specific encounters within the context of more extensive relations and their power dynamics. More important than encounters teaching care for specific nonhuman dependents are those promoting understanding of the interdependent nature of more-than-human communities, and that stimulate reflection on the cumulative impact of a human tendency to forget this.

The COVID-19 pandemic has highlighted weaknesses in global food systems, as well as opening windows of opportunity for innovation and transformation. While the nature and extent of this crisis is rare, extreme climatic events will increase in magnitude and frequency, threatening similar societal impacts. It is therefore critical to identify mechanisms for developing food systems that are resilient to such impacts. We examine impacts of the crisis on UK food systems and how these further entrenched social inequalities. We present data on the experiences and actions of producers, consumers, and community organisers. The data were collected by adapting ongoing research to include surveys, interviews and online workshops focused on the pandemic. Actors’ responses to the pandemic foreshadow how enduring change to food systems can be achieved. We identify support required to enable these transformations and argue that it is vital that these opportunities are embedded in food justice principles which promote people-centred approaches to avoid exacerbating injustices prevalent pre-crisis. Learning from these experiences therefore provides insights for how to make food systems elsewhere more resilient and just.

Purpose: This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested. Design/methodology/approach: Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals. Findings: There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective. Originality/value: The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.