What is the role of post-secondary education in an increasingly uncertain, and unstable future? While some theorists argue for pedagogies of hope that re-affirm commitments to democratic futures (Giroux, 2006, Karsgaard & Schultz, 2022), others see a necessity to teach to the difficult work that is ahead of us, including how our complicities and responsibilities might need to be reoriented towards radically different, but more just futures (Stein, et al, 2023). In this session, we'll examine different approaches to teaching in dystopic times, and reflect on our role as educators in this moment of rising fascist movements, accelerating climate change, and precarious labour markets.

Works cited:
Giroux, H. (2006). Dystopian nightmares and educated hopes: the return of the pedagogical and the promise of democracy. In Edutopias (pp. 45-63). Brill.

Karsgaard, C., & Shultz, L. (2022). Youth Movements and Climate Change Education for Justice. In Oxford Research Encyclopedia of Education.

Stein, S., Ahenakew, C., Oliveira da Silva Huni Kui, S., Bowness, E., Mendes, W., & Evans, S. (2023). Towards Settler Responsibility in Conservation. ACME, 22(2), 894-920.