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Zoe P. Robinson

This chapter explores the ways in which we as geography educators have a responsibility to think about the wider impact on society of what we teach and how we teach it, ensuring our students are equipped to become knowledgeable and engaged actors within sustainability debates, with the skills to educate and influence others, and the agency to enact change. This responsibility includes reflecting on the ways we engage with sustainability in our teaching, the use of active and experiential pedagogies, and the provision of opportunities and support for students to practically explore sustainability without fear of failure. We also have a responsibility for the subject to ensure that any division between human and physical geography does not preclude geography from an important role in the growing interdisciplinary arenas of sustainability education and research.