Belo Monte is one of the most divisive dams in Brazilian history, becoming entangled in a thirty‐year struggle between pro‐ and anti‐dam interests over the role of the facility within a complex web of Brazilian development and the future of the Brazilian Amazon. This research explores how the proponents of Belo Monte have adopted a number of policy frames as a means of deflection, to divide the opposition and legitimize the project. It investigates this claim by analyzing speeches given within the Brazilian Câmara dos Deputados and the public speeches of high‐level politicians. These sources, organized around a framework previously identified by Ahlers et al. (), show that the government and individual politicians have used a variety of framing devices to legitimize the hydroelectric facility. Principal methods of framing used also demonstrate how contemporary narratives (e.g. sustainability) have been employed to deflect opposition criticism and widen the scheme's perceived beneficiaries. In doing so, this paper demonstrates how the transformation represented by Belo Monte encompassed not only a process of engineering but also a re‐articulation of the complex and its role in modern Brazil.

The purpose of this paper is to discuss ways that a chemistry course could re-position itself by adopting interdisciplinary approaches based on systems thinking and the Sustainable Development Goals (SDGs) as overarching frameworks, to give an overview of several challenges that chemistry in higher education is facing and discuss how those can be addressed as a result of this re-positioning. We will be discussing the need for a new type of scientist, one who has a deep understanding of their own discipline but also an overview of the links with other disciplines and is equipped with skills that will help them contribute to the solutions of a very complex system; the human-environment interaction system. Chemists should be part of what is described by earth systems' science as 'the new social contract' between science and society. Finally, we will explore how this can be reflected in the curricula of higher education and we will present a University of Bristol educational initiative, Bristol Futures, that attempts to address this.

The construction of a hydroelectric project transforms the watershed in which it is located, leading to a moment of contestation in which the scheme is challenged by opposition actors. This paper explores the interplay between pro- and anti-dam coalitions contesting the Belo Monte Dam in Brazil by discussing how each group inscribes the project with a particular resonance in policy. Drawing upon the work of Chantal Mouffe on agonism and Tania Murray Li on ‘rendering technical’, the subsequent discussion analyzes semi-structured interviews, questionnaires, and primary documents to explore how the storylines advanced by pro- and anti-dam actors contest the political character of Belo Monte. It is argued that within these storylines, Belo Monte’s positioning within the ‘national interest’ represents a key site of the project’s depoliticization and repoliticization—which are understood as the respective denial and illumination of the project’s location within a wider terrain of political antagonism and conflict. Whilst pro-dam actors assert the apolitical character of the project by foregrounding it within depoliticized questions of economic benefits, anti-dam actors reground the project within a context of political corruption and the circumvention of dissent. With this paper providing evidence of how contests over dam construction are linked to the concealing and/or illumination of the project’s political content, it is argued that the repoliticization of a project by a resistance movement can have consequences far beyond the immediate site of construction.

The climate and ecological crises challenge all communities across the world, with the greatest impact upon the most vulnerable and the youngest. There are multiple impacts on mental health, including the psychological burdens that arise with increasing awareness of the loss, threat and injustice caused by these crises. Large numbers of young people globally are understandably concerned and distressed about these crises, whilst simultaneously reporting that their concerns are regularly dismissed and ignored, particularly by those in power. This can increase feelings of isolation and distress, particularly if they have no recourse to effect change. This pilot project sought to explore how a schools-based, co-created workshop for school pupils aged 16 to 18 years could use a community-oriented space to explore their eco-emotions, address feelings of isolation and engender a sense of realistic, active hope, using storytelling and images of possible futures. A 3-h workshop for delivery in schools was co-designed with young people, researchers, educators and clinicians, using principles of Youth Participatory Action Research (YPAR). Six school pupils aged 16–18 years consented and four completed the workshop, which involved a range of group-based activities to explore their understanding of the climate and ecological crises, support emotional expression related to these and engage in storytelling about hopeful and realistic futures. A live illustrator in attendance created shared images of the participants’ fears and hopes. The workshop was recorded, transcribed and analysed using Thematic Analysis and sentiment analysis. Feedback was sought from participants at 1 and 4 weeks after completion and analysed using content analysis. Results indicated that participants reported a range of painful and positive emotions about the crises. They highly valued having space to express their experience alongside others. Storytelling and creativity appeared to help them articulate their feelings and hopes for the future, and gave them greater motivation and confidence in talking to others about these topics. This innovative pilot study suggests that a school-based youth participatory group could offer a novel way of helping young people to engage more with the climate and ecological crises in a way that supports their wellbeing. It provides strong support for future, larger-scale projects in this area.

Resilience thinking has undergone profound theoretical developments in recent decades, moving to characterize resilience as a socio‐natural process that requires constant negotiation between a range of actors and institutions. Fundamental to this understanding has been a growing acknowledgment of the role of power in shaping resilience capacities and politics across cultural and geographic contexts. This review article draws on a critical content analysis, applied to a systematic review of recent resilience literature to examine how scholarship has embraced nuanced conceptualizations of how power operates in resilience efforts, to move away from framings that risk reinforcing patterns of marginalization. Advancing a framework inspired by feminist theory and feminist political ecology, we analyze how recent work has presented, documented, and conceptualized how resilience intersects with patterns of inequity. In doing so, we illuminate the importance of knowledge, scale, and subject making in understanding the complex ways in which power and resilience become interlinked. We illustrate how overlooking such complexity may have serious consequences for how socio‐natural challenges and solutions are framed in resilience scholarship and, in turn, how resilience is planned and enacted in practice. Finally, we highlight how recent scholarship is advancing the understandings necessary to make sense of the shifting, contested, and power‐laden nature of resilience. Paying attention to, and building on, such complexity will allow scholarly work to illuminate the ways in which resilience is negotiated within inequitable processes and to address the marginalization of those continuing to bear the brunt of the climate crisis. This article is categorized under: Climate and Development > Social Justice and the Politics of Development