Scholars in the humanities and social sciences are experimenting with novel ways of engaging with worlds around us. Passionate immersion in the lives of fungi, microorganisms, animals, and plants is opening up new understandings, relationships, and accountabilities. This introduction to the special issue offers an overview of the emerging field of multispecies studies. Unsettling given notions of species, it explores a broad terrain of possible modes of classifying, categorizing, and paying attention to the diverse ways of life that constitute worlds. From detailed attention to particular entities, a multiplicity of possible connection and understanding opens up: species are always multiple, multiplying their forms and associations. It is this coming together of questions of kinds and their multiplicities that characterizes multispecies studies. A range of approaches to knowing and understanding others-modes of immersion-ground and guide this research: engagements and collaborations with scientists, farmers, hunters, indigenous peoples, activists, and artists are catalyzing new forms of ethnographic and ethological inquiry. This article also explores the broader theoretical context of multispecies studies, asking what is at stake-epistemologically, politically, ethically-in learning to be attentive to diverse ways of life. Are all lively entities biological, or might a tornado, a stone, or a volcano be amenable to similar forms of immersion? What does it mean to live with others in entangled worlds of contingency and uncertainty? More fundamentally, how can we do the work of inhabiting and coconstituting worlds well? In taking up these questions, this article explores the cultivation of "arts of attentiveness": modes of both paying attention to others and crafting meaningful response.

This article engages ethnographically with the neoliberalization of nature in the spheres of tourism, conservation and agriculture. Drawing on a case study of Wayanad district, Kerala, the article explores a number of themes. First, it shows how a boom in domestic nature tourism is currently transforming Wayanad into a landscape for tourist consumption. Second, it examines how tourism in Wayanad articulates with projects of neoliberalizing forest and wildlife conservation and with their contestations by subaltern groups. Third, it argues that the contemporary commodification of nature in tourism and conservation is intimately related to earlier processes of commodifying nature in agrarian capitalism. Since independence, forest land has been violently appropriated for intensive cash-cropping. Capitalist agrarian change has transformed land into a (fictitious) commodity and produced a fragile and contested frontier of agriculture and wildlife. When agrarian capitalism reached its ecological limits and entered a crisis of accumulation, farming became increasingly speculative, exploring new modes of accumulation in out-of-state ginger cultivation. In this scenario nature and wildlife tourism emerges as a new prospect for accumulation in a post-agrarian economy. The neoliberalization of nature in Wayanad, the authors argue, is a process driven less by new modes of regulation than by the agrarian crisis and new modes of speculative farming.

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This article provides the first international overview and detailed discussion of teaching in the environmental humanities (EH). It is divided into three parts. The first offers a series of regional overviews: where, when, and how EH teaching is taking place. This part highlights some key regional variability in the uptake of teaching in this area, emphasizing important differences in cultural and pedagogical contexts. The second part is a critical engagement with some of the key challenges and opportunities that are emerging in EH teaching, centering on how the field is being defined, shared concepts and ideas, interdisciplinary pedagogies, and the centrality of experimental and public-facing approaches to teaching. The final part of the article offers six brief summaries of experimental pedagogies from our authorship team that aim to give a concrete sense of EH teaching in practice.