What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe (and beyond)

This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties , with the largest support for far-right forms of populism; it is also set against a historical background of several decades of significant change in the social, political and economic contexts of education, whereby schools and universities have been reimagined and reorganized so as to conform to the marketized and managerialist contours of the neoliberal imaginary; and it is set against the background of the Covid-19 pandemic, which has led to lockdowns and school closures in many countries and prompted many to question supposedly ‘normal’ ways of doing school and education in less turbulent times. The term, unprecedented, has been used frequently to talk about current times. This is a time marked not only by a turn to right-wing popularisms, often harking to neo-conservative, nostalgic notions of a glorious past and captured in slogans such as #MakeAmericaGreatAgain; #MakeChinaGreatAgain; #MakeBritainGreatAgain. It is also a time of collective left-wing rage and resistance movements such as, #decolonising education, #blacklivesmatter, #metoo, #democracy4HK, #precaritystories, and #occupy. Technological inventions and innovations, as well as extreme weather events brought about by climate change, such as the massive 2019 Australian bushfires, are challenging the very existence, form and future of homo sapiens, and other species on planet Earth. For all these reasons, the special issue is topical and timely