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Education is foundational to the way we see, feel, read, interpret and ‘write’ the landscapes; nevertheless, the learning processes behind these actions are not always explicit and subject to scrutiny. This short editorial, while presenting the six papers that compose this special issue on Landscape and Education, underlines the need of combining interdisciplinary viewpoints towards a greater understanding of the issues of power, access, participation and justice that are incorporated in landscape pedagogies. Being in a university context or within collaborative projects addressing citizens and students, as the papers in this issue reveal, the landscape can always be considered as an emancipatory tool and not merely as an object of learning.

Landscape and education: Politics of/in practices