Abstract
Futures literacy is a concept that has gained increased currency over the last decade and has been taken up by, for example, organizations like UNESCO in global initiatives to improve our capacity to performatively imagine the future and alter the course of dominant narratives. Rather than thinking singularly about what may constitute futures literacy, this article performs a collaborative discussion, a relational exercise among scholars in the field to explore and excavate various meanings and activities that might contribute to an ongoing body of knowledge, simultaneously attempting to understand and reframe it through a series of inquiry questions. In a collective response to these inquiry questions, the authors suggest a critical union of these pluralities as futures literacies to create a generative and interdisciplinary space that has much to offer as pedagogies, narratives, difference, and posthumanist ontologies for how we transform these concepts and practices in educational contexts and beyond.
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