This book interrogates the ways in which âend of the worldâ thinking has come to define and delimit pedagogical approaches in Anthropocene times. Chapters unfold through a series of speculative studies of educational futurityâsustainable futures, energy futures, working futuresâeach of which is positioned as an experimental site for probing the limits of pedagogical unthinkability so as to speculate, through concept creation, on unthought educational trajectories. Specifically, the book is oriented towards the creation of pedagogical concepts that work to problematize and resituate questions of educational futurity in relation to the planetary realities raised by todayâs pressing extinction events. It is from this experimentation that a weird pedagogy emerges, that is, an experimental pedagogical anti-model, a speculative program for the unprogrammable that seeks to counter-actualize potentials of and for unthinking pedagogy at the (so-called) end of the world.
