This book argues that the mythic figure of the zombie, so prevalent and powerful in contemporary culture, provides the opportunity to explore certain social models - such as `childhood' and `school', `class' and `family' - that so deeply underpin educational policy and practice as to be rendered invisible.

This book draws on posthumanist critique and post qualitative approaches to research to examine the pedagogies offered by imaginaries of the future. Starting with the question of how education can be a process for imagining and desiring better futures that can shorten the Anthropocene, it speaks to concerns that are relevant to the fields of education, youth and futures studies. This book explores lessons from the imaginaries of apocalypse, revolution and utopia, drawing on research from youth(ful) perspectives in a context when the narrative of ‘youth despair’ about the future is...