Crises and disruptions: Educational reflections, (re)imaginings, and (re)vitalization

COVID-19 has illuminated and exacerbated inequities, yet, as a crisis, it is not exceptional in its effect oneducation. We start this critical essay by situating the crisis in its historical, economic, and political contexts,illustrating how crisis and violence intersect as structural conditions of late modernity, capitalism, and theireducation systems. Situating the current crisis contextually lays the foundation to analyse how it has beeninterpreted through three sets of policy imaginaries, characterised by the notions of learning loss and buildingback better and by solutions primarily based on techno-education. These concepts reflect and are reflective ofthe international aid and development paradigm during the pandemic. Building on this analysis, we present, inthe final section, an alternative radical vision that calls on a sociology of possibilities and pedagogies of hopethat we see to be central to a new people-centred education imaginary to disrupt current inequalities and providea new way of doing rather than a return to a business-as-usual approach in and through educatio