“Dark pedagogies” imply a pivot to embrace darkness when Enlightenment goals and expectations are found wanting. Lysgaard, Bengtsson and Laugerson (2019, 2020) suggest that darkness should be constructively engaged with, within, and for an environmentally threatened world. Dark pedagogies embrace uncertainty, catastrophe, and terror, by taking an affective turn to add urgency to shared ethical commitments in an already broken world (Mulgan, 2014). Indeed, the dread situation of the current planetary crisis including, of course, the climate crisis, may necessitate the power of dark pedagogies to face planetary darkness and effect a necessary turn towards different, more bearable futures. Educational darkness is a “thing” that exceeds the didactic slog, harnessing aesthetic and affective aspects to spark #learning and transformation (Lysgaard et al., 2019)