Towards a Pedagogy of Critical Imagination

Abstract

This article presents a theoretical and practical reflection on critical imagination in the context of the contemporary educational crisis. Drawing on contributions from critical pedagogy and focusing on three key artifacts—narrative knowledge, educational experimentation, and the reclaiming of attention—the article invites educators, students, and education theorists to collectively rethink educational practices and their instruments. Engaging in dialogue with authors such as Paulo Freire, bell hooks, and Gert Biesta, it argues that critical imagination is not merely a pedagogical tool, but a means to challenge oppressive structures and collectively rebuild a more just and humane education system in times of crisis.