Primatological research is often associated with understanding animals and their habitats, yet practical conservation depends entirely on human actions. This encompasses the activities of Indigenous and local people, conservationists, and NGOs working on the ground, as well as more remote funders and policymakers. In this paper we explore what it means to be a conservationist in the 2020s. While many primatologists accept the benefits of more socially inclusive dimensions of research and conservation practice, in reality there remain many challenges. We discuss the role primatologists can play to enhance interdisciplinary working and their relationships with communities living in and around their study sites, and examine how increased reflexivity and consideration of one’s positionality can improve primatological practice. Emphasis on education and stakeholder consultation may still echo colonial, top-down dialogues, and the need for greater emphasis on genuine knowledge-sharing among all stakeholders should be recognised. If we are sincere about this approach, we might need to redefine how we see, consider, and define conservation success. We may also have to embrace more compromises. By evaluating success in conservation we explore how reflexive engagements with our positionality and equitable knowledge-sharing contribute to fostering intrinsic motivation and building resilience.

Transformations of the landscapes which children inhabit have significant impacts on their lives; yet, due to the limited economic visibility of children's relationships with place, they have little stake in those transformations. Their experience, therefore, illustrates in an acute way the experience of contemporary enclosure as a mode of subordination. Following fieldwork in three primary schools in South Cambridgeshire, UK, we offer an ethnographic account of children's experiences of socio-spatial exclusion. Yet, we suggest that such exclusion is by no means an end-point in children's relationships with place. Challenging assumptions that children are disconnected from nature, we argue that through play and imaginative exploration of their environments, children find ways to rebuild relationships with places from which they find themselves excluded.