We live in times of accumulating crises. We are experiencing crises of democracy, inequality, energy, climate and pollution. This is a time for critically re-examining how we understand, frame and shape educational thinking – a time for repurposing and reimagining the role and work of teachers and leaders in the hopeful project of education. It is also a moment to ask students directly about their needs, to reimagine schools not as directive spaces, but as dialogical ones – spaces that are invitational and grounded in trust, respect, joy and openness. In Norway, for example, such an approach has informed the work of Gudrun Jonsdottir and Anne Kristine Byhring (2023), who argue that there is not one singular form of education for sustainable development. Rather, there are multiple educations, reflecting diverse conceptions of sustainability, each bringing distinct agendas and purposes. Until now, technological advances have mostly been absorbed into our social worlds – changing
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