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The central question driving this paper is: How can educators theorize and cultivate hope’s radical and transformative dynamism in a way that takes into consideration anti-colonial aims? This paper examines the contribution of pedagogies of  anti-colonial hope  to expand discussions of critical hope and its pedagogical relevance. It is argued that the notion of anti-colonial hope can be fruitful for enriching the aims of anti-colonial praxis to challenge colonial structures and practices in contemporary conditions of coloniality present in many parts of the world. In particular, the paper demonstrates the importance of attending the affective and biopolitical dimensions of anti-colonial hope and its pedagogical implications, including the dangers of continuous reproduction and sustenance of colonial structures and practices through education. This analysis contributes to the conversation on how pedagogies are tied to the practices through which aspirations and hopes are generated, distributed, reproduced, sustained and/or transformed.

Affective and biopolitical dimensions of hope: From critical hope to anti-colonial hope in pedagogy