The challenge of the era of human-induced climate change is the need to question deeply-held assumptions, to think the unthinkable and to develop new forms of knowledge responsive not just to our current predicament but to the planet which will be inherited by those who come after us.

It might be asked whether universities as they are currently constituted are capable of the development of a critical knowledge that meets the current and future needs of the “production and reproduction of our species-being”?

Does the practice of ecologically informed translation not only change how we might approach the translator’s task but also challenge conventional assumptions about the organisation of knowledge?