Abstract

In this essay I explore the movement to rehabilitate concepts of ‘critical hope’ and ‘utopia’ through critical pedagogy. There are not only strong parallels between philosophical and pedagogical developments in social critique, but also unfinished pedagogical projects within critical theory itself. And while critical educators often ground their pedagogical work in the theoretical tradition, critical theorists have much to learn from the challenges that their philosophical work creates in politico-educational and cultural practice.