Sophie Rudolph is Associate Professor in the Faculty of Education at the University of Melbourne, Australia. Her teaching and research are concerned with the impact of settler colonialism on education and are informed by historical and sociological perspectives and critical theories.Bonita S. Cabiles is Lecturer at RMIT University, Melbourne, Australia. Her current work examines schooling, as a social practice, in contexts of diversity and disadvantage to illuminate socially just possibilities through education.Stephen Chatelier is Senior Lecturer in International Education in the Faculty of Education, University of Melbourne, Australia. His research draws on postcolonial, social and critical theory to examine educational theory, policy and practice.Elisa Di Gregorio is Lecturer at Adelaide University, Australia. Elisa’s work critically examines schooling systems and the politics of educational inequality. She holds expertise in Australian school funding architectures and formulas, school choice and equity funding for students with disabilities.Aleryk Fricker is a proud Dja Dja Wurrung Early Career Researcher in the NIKERI Institute at Deakin University on unceded Wadawurrung Country, Australia. His research focuses on decolonising education and Indigenous education in Australia so all students can benefit from the oldest knowledges in the world.Archie Thomas is Chancellors’ Postdoctoral Research Fellow at the University of Technology Sydney, Australia. His research explores how pedagogical institutions, such as schools and the media, can change to serve the aspirations of historically marginalised groups.

“This collection brings together imaginative, impassioned, and unapologetically radical scholarship on a diverse set of educational sites and themes. Attuned to questions of both theory and practice, this liberatory and pluriversal volume decisively repudiates the grim visions of colonialism and neoliberalism. The enlivening and experimental ‘agitations’ that it offers are an essential resource for researchers and educators in these difficult times.”Professor Noah De Lissovoy, Cultural Studies in Education, University of Texas at Austin, USA"The editors have curated an inspirational collection that reminds us of the need to maintain hope in the possibilities that abound for forging kaleidoscopic futures in and through education. Embracing a theoretical, experimental and speculative stance, it promises to engender reflective action and transformative change, achieved with vigour and stealth.” Dr Sharon Walker, Lecturer in Racial Justice and Education, University of Bristol and Lead Co-convenor of the Race, Empire and Education Collective, UK“A powerful and timely collection that positions education as a site of struggle, imagination, and collective action. Urgent as oppression intensifies globally, the book mobilises radical imagination through theorising, experimenting, and speculating, with agitations grounded in diverse places and contexts. It reminds us that building solidarities across differences is central to a praxis of hope. Importantly, it foregrounds early career scholars and graduate researchers, whose voices invite us to think, act, and relate differently in and through education.”Dr Carla Nascimento Luguetti, Senior Lecturer in Education, University of Melbourne, Australia

• Introduction1: Educational agitations in uncertain times Sophie Rudolph, Archie Thomas, Aleryk Fricker, Elisa Di Gregorio, Stephen Chatelier, and Bonita S. CabilesPart I: Theorising2: Education for uprising: The radical imagination and direct action as collective agitational principles and practicesElke van Dermijnsbrugge3: Moving beyond educational genocide: The role of joy in reimagining education for Indigenous futuresSamara Hand4: Whispers of dissent: Covert no-saying as a form of agitation in Hong KongJason Cong LinPart II: Experimenting5: Young people’s activism: Informal planning pathways towards critical futuresChristopher Millora, Theresa Frey, and Abigail Martinez-Renteria6: Creating and nurturing counterspaces and critical solidarities: Refusing the corporate universityEducation Justice Collective7: Student encampments as educational agitation: The university reimaginedNicholas Herriot and Katie Maher8: Resisting the Googlization of education: A research agenda for addressing inequities in educationLuci Pangrazio, Ivan Matovich, and Julian Sefton-GreenPart III: Speculating9: Not schooling, but education: Transing education futuresj wallace skelton10: Spectrumising intellectual worth: Eugenics and maths in New South Wales public schools Chela Weitzel11: Love in times of dissent: The case of Filipinx/o/a student activismBonita S. Cabiles and Camille Rose Carl R. Mendoza12: Hope Ltd: A critical collaborative autoethnographyFetaui Iosefo and Tessa TupaiAfterword13: Horizons of Hope: An AfterwordJane Kenway

Sophie Rudolph is Associate Professor in the Faculty of Education at the University of Melbourne, Australia. Her teaching and research are concerned with the impact of settler colonialism on education and are informed by historical and sociological perspectives and critical theories.Bonita S. Cabiles is Lecturer at RMIT University, Melbourne, Australia. Her current work examines schooling, as a social practice, in contexts of diversity and disadvantage to illuminate socially just possibilities through education.Stephen Chatelier is Senior Lecturer in International Education in the Faculty of Education, University of Melbourne, Australia. His research draws on postcolonial, social and critical theory to examine educational theory, policy and practice.Elisa Di Gregorio is Lecturer at Adelaide University, Australia. Elisa’s work critically examines schooling systems and the politics of educational inequality. She holds expertise in Australian school funding architectures and formulas, school choice and equity funding for students with disabilities.Aleryk Fricker is a proud Dja Dja Wurrung Early Career Researcher in the NIKERI Institute at Deakin University on unceded Wadawurrung Country, Australia. His research focuses on decolonising education and Indigenous education in Australia so all students can benefit from the oldest knowledges in the world.Archie Thomas is Chancellors’ Postdoctoral Research Fellow at the University of Technology Sydney, Australia. His research explores how pedagogical institutions, such as schools and the media, can change to serve the aspirations of historically marginalised groups.

“This collection brings together imaginative, impassioned, and unapologetically radical scholarship on a diverse set of educational sites and themes. Attuned to questions of both theory and practice, this liberatory and pluriversal volume decisively repudiates the grim visions of colonialism and neoliberalism. The enlivening and experimental ‘agitations’ that it offers are an essential resource for researchers and educators in these difficult times.”Professor Noah De Lissovoy, Cultural Studies in Education, University of Texas at Austin, USA"The editors have curated an inspirational collection that reminds us of the need to maintain hope in the possibilities that abound for forging kaleidoscopic futures in and through education. Embracing a theoretical, experimental and speculative stance, it promises to engender reflective action and transformative change, achieved with vigour and stealth.” Dr Sharon Walker, Lecturer in Racial Justice and Education, University of Bristol and Lead Co-convenor of the Race, Empire and Education Collective, UK“A powerful and timely collection that positions education as a site of struggle, imagination, and collective action. Urgent as oppression intensifies globally, the book mobilises radical imagination through theorising, experimenting, and speculating, with agitations grounded in diverse places and contexts. It reminds us that building solidarities across differences is central to a praxis of hope. Importantly, it foregrounds early career scholars and graduate researchers, whose voices invite us to think, act, and relate differently in and through education.”Dr Carla Nascimento Luguetti, Senior Lecturer in Education, University of Melbourne, Australia

• Introduction1: Educational agitations in uncertain times Sophie Rudolph, Archie Thomas, Aleryk Fricker, Elisa Di Gregorio, Stephen Chatelier, and Bonita S. CabilesPart I: Theorising2: Education for uprising: The radical imagination and direct action as collective agitational principles and practicesElke van Dermijnsbrugge3: Moving beyond educational genocide: The role of joy in reimagining education for Indigenous futuresSamara Hand4: Whispers of dissent: Covert no-saying as a form of agitation in Hong KongJason Cong LinPart II: Experimenting5: Young people’s activism: Informal planning pathways towards critical futuresChristopher Millora, Theresa Frey, and Abigail Martinez-Renteria6: Creating and nurturing counterspaces and critical solidarities: Refusing the corporate universityEducation Justice Collective7: Student encampments as educational agitation: The university reimaginedNicholas Herriot and Katie Maher8: Resisting the Googlization of education: A research agenda for addressing inequities in educationLuci Pangrazio, Ivan Matovich, and Julian Sefton-GreenPart III: Speculating9: Not schooling, but education: Transing education futuresj wallace skelton10: Spectrumising intellectual worth: Eugenics and maths in New South Wales public schools Chela Weitzel11: Love in times of dissent: The case of Filipinx/o/a student activismBonita S. Cabiles and Camille Rose Carl R. Mendoza12: Hope Ltd: A critical collaborative autoethnographyFetaui Iosefo and Tessa TupaiAfterword13: Horizons of Hope: An AfterwordJane Kenway

Sophie Rudolph is Associate Professor in the Faculty of Education at the University of Melbourne, Australia. Her teaching and research are concerned with the impact of settler colonialism on education and are informed by historical and sociological perspectives and critical theories.Bonita S. Cabiles is Lecturer at RMIT University, Melbourne, Australia. Her current work examines schooling, as a social practice, in contexts of diversity and disadvantage to illuminate socially just possibilities through education.Stephen Chatelier is Senior Lecturer in International Education in the Faculty of Education, University of Melbourne, Australia. His research draws on postcolonial, social and critical theory to examine educational theory, policy and practice.Elisa Di Gregorio is Lecturer at Adelaide University, Australia. Elisa’s work critically examines schooling systems and the politics of educational inequality. She holds expertise in Australian school funding architectures and formulas, school choice and equity funding for students with disabilities.Aleryk Fricker is a proud Dja Dja Wurrung Early Career Researcher in the NIKERI Institute at Deakin University on unceded Wadawurrung Country, Australia. His research focuses on decolonising education and Indigenous education in Australia so all students can benefit from the oldest knowledges in the world.Archie Thomas is Chancellors’ Postdoctoral Research Fellow at the University of Technology Sydney, Australia. His research explores how pedagogical institutions, such as schools and the media, can change to serve the aspirations of historically marginalised groups.

“This collection brings together imaginative, impassioned, and unapologetically radical scholarship on a diverse set of educational sites and themes. Attuned to questions of both theory and practice, this liberatory and pluriversal volume decisively repudiates the grim visions of colonialism and neoliberalism. The enlivening and experimental ‘agitations’ that it offers are an essential resource for researchers and educators in these difficult times.”Professor Noah De Lissovoy, Cultural Studies in Education, University of Texas at Austin, USA"The editors have curated an inspirational collection that reminds us of the need to maintain hope in the possibilities that abound for forging kaleidoscopic futures in and through education. Embracing a theoretical, experimental and speculative stance, it promises to engender reflective action and transformative change, achieved with vigour and stealth.” Dr Sharon Walker, Lecturer in Racial Justice and Education, University of Bristol and Lead Co-convenor of the Race, Empire and Education Collective, UK“A powerful and timely collection that positions education as a site of struggle, imagination, and collective action. Urgent as oppression intensifies globally, the book mobilises radical imagination through theorising, experimenting, and speculating, with agitations grounded in diverse places and contexts. It reminds us that building solidarities across differences is central to a praxis of hope. Importantly, it foregrounds early career scholars and graduate researchers, whose voices invite us to think, act, and relate differently in and through education.”Dr Carla Nascimento Luguetti, Senior Lecturer in Education, University of Melbourne, Australia

• Introduction1: Educational agitations in uncertain times Sophie Rudolph, Archie Thomas, Aleryk Fricker, Elisa Di Gregorio, Stephen Chatelier, and Bonita S. CabilesPart I: Theorising2: Education for uprising: The radical imagination and direct action as collective agitational principles and practicesElke van Dermijnsbrugge3: Moving beyond educational genocide: The role of joy in reimagining education for Indigenous futuresSamara Hand4: Whispers of dissent: Covert no-saying as a form of agitation in Hong KongJason Cong LinPart II: Experimenting5: Young people’s activism: Informal planning pathways towards critical futuresChristopher Millora, Theresa Frey, and Abigail Martinez-Renteria6: Creating and nurturing counterspaces and critical solidarities: Refusing the corporate universityEducation Justice Collective7: Student encampments as educational agitation: The university reimaginedNicholas Herriot and Katie Maher8: Resisting the Googlization of education: A research agenda for addressing inequities in educationLuci Pangrazio, Ivan Matovich, and Julian Sefton-GreenPart III: Speculating9: Not schooling, but education: Transing education futuresj wallace skelton10: Spectrumising intellectual worth: Eugenics and maths in New South Wales public schools Chela Weitzel11: Love in times of dissent: The case of Filipinx/o/a student activismBonita S. Cabiles and Camille Rose Carl R. Mendoza12: Hope Ltd: A critical collaborative autoethnographyFetaui Iosefo and Tessa TupaiAfterword13: Horizons of Hope: An AfterwordJane Kenway