ABSTRACT
This chapter turns to the use of speculative approaches in formal and informal learning settings, and looks at issues of participation, design and supporting futures work from an educator’s point of view. Matters of assessment, responsibility, hybridity and co-creation are highlighted as particularly relevant to the speculative design of learning activities and approaches. The chapter argues that speculative pedagogies are primarily concerned with finding ways to take the lead from the priorities of learners. This requires flexibility, a willingness to work in open-ended ways, and a responsive and responsible understanding of whose futures are in play. The development of a new course as part of a postgraduate programme in education futures shows one way that these matters can be operationalised in practice.
