Speculative pedagogies: Envisioning change in teacher education

Abstract

This article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers, who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers’ future-based stories. This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.