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Abstract
This essay argues that thinking about university futures requires not only practices of critique and desire, but practices of rigorous and reflexive imagination. Building on Bill Sharpe's three horizons framework, it argues that debates about university futures are dominated by horizon 1 thinking (critique of the current situation) and horizon 3 thinking (normative aspirations toward desirable futures) but that there is limited exploration of horizon 2 (the emerging possibilities that may create radical disruption). The article draws on futures and anticipation studies, in particular Ziauddin Sardar and John Sweeney's "postnormal menagerie," to model a set of imaginative inquiries into the blind spots, blank spots, and different forms of ignorance through which highly divergent university futures might be explored. It concludes by proposing two scenarios for university futures—the "Campus of the Sky" and the "Pirate University"—as sites of generative experimentation and further research, and with a call for a radical diversification of participation in dialogues about the future of the university.

This paper examines the initial 'moral panic' surrounding children's access to the Internet at the end of the last century by analysing more than 900 media articles and key government documents from 1997 to 2001. It explores the ambiguous settlements that this produced in adultﰀchild relations and children's access to the Internet. The paper then revisits the policy and media debate a decade later by examining the Byron Review, Digital Britain Report and media coverage of these, in order to explore how these settlements have been negotiated, resisted and transformed over the subsequent period. In so doing, the paper asks whether it is time to reframe the debate about children's occupation of online public space, less in terms of 'care' for children's needs that tends to result in exclusionary and surveillance strategies, and more in terms of children's rights and capacities to engage in democratic debates about the nature of an online public space in which they are already participating.

Abstract
The authors organized a conference, "Global Higher Education in 2050: Imagining Universities for Sustainable Societies," at the University of California, Santa Barbara, March 4–6, 2020, right before the campus was closed for eighteen months in response to the COVID-19 pandemic. The event's premise was that the futures of higher education will be plural, must be responsive to large international divergences, and must be actively created by global majorities rather than policy elites. This introduction describes the papers' common project of identifying the key elements in the higher education status quo and features that might lead toward unexpected futures. We summarize the three horizons methodology that guided some of the work. We also outline the activities of the third day, the workshop that sought a means of linking the present to the future. This work continues beyond the horizons of the papers published here.

Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a "learning city" within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non-formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through three field sites—a community space, a bicycle workshop, and a contested heritage campaign—we demonstrate the significance of material culture, controversy, and care as constitutive of learning processes within urban life. Through these examples, we aim to reframe questions on the complexity of learning at a city scale as part of affect-driven knowledge and the material, embodied transmission of skill and everyday practice. By tracing how learning plays out in everyday life, we can begin to interrogate what happens beyond the neoliberal forms of educational governance, and the extent to which the everyday practices challenge or reinforce top-down formulations as well as potentially transforming forms of knowledge production. ; Peer Reviewed

Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a "learning city" within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non-formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through three field sites—a community space, a bicycle workshop, and a contested heritage campaign—we demonstrate the significance of material culture, controversy, and care as constitutive of learning processes within urban life. Through these examples, we aim to reframe questions on the complexity of learning at a city scale as part of affect-driven knowledge and the material, embodied transmission of skill and everyday practice. By tracing how learning plays out in everyday life, we can begin to interrogate what happens beyond the neoliberal forms of educational governance, and the extent to which the everyday practices challenge or reinforce top-down formulations as well as potentially transforming forms of knowledge production.

Advanced capitalist societies are characterized by three forms of power and powerlessness: a hegemony of political monoculture; the 'undoing' of democratic forms of political agency and subjects; and the 'political construction of hopelessness' in challenging these structural foreclosures and ideological consensus. In this context, how can learning enable collective survival in the present and enlarge possibilities for yet-unimaginable alternative futures to emerge? This paper explores this question by juxtaposing three models of educational futurity in different neoliberal contexts. The first, dominating state education policy and practice in Anglospheric and specifically British institutions, promotes performative and disciplinary regimes of anticipation. The second, circulating in discourse and in experimental spaces within this hegemonic context, advocates an emergentist, critical and creative relationship to the future. The third, which thrives in the margins and relative exteriorities of the capitalist world system, promotes an ecological, epistemically disobedient and utopian mode of anticipatory consciousness which 'projects emancipation beyond the constraints of the existing discourse' of colonial modernity. We do not attempt to compare these different contexts and models in this paper, but to read each for its difference to illustrate that modes of anticipation in education influence the construction of hopelessness and hope by shaping what is learned about the nature of political possibility and the relationship between learning and the future. We argue that pedagogies which embrace critical modes of anticipation offer alternatives to contemporary regimes of anticipation in education in Britain today.

In November 2015, a gathering was convened in Italy to explore how to 'improve the resilience of societies facing threats from a global proliferation of agents and forces by articulating uncertainties through anticipatory processes' (Project Anticipation 2015). The First International Conference on Anticipation drew researchers and practitioners from around the world and across disciplines to explore how the future is made into an active part of the historical present, and to debate the cultural, ecological, economic, epistemological, political and social consequences of the 'anticipatory processes' which are shaping future-oriented action today (Poli 2017). [.]