This issue continues our ongoing dialogue on speculative fiction and curriculum studies. We kicked off this series in volume 13, No. 2 (2019) with articles by Noel Gough and John Weaver. Some scholarship in this vein uses SF as a medium through which curriculum studies might reimagine education. It sets up a retrodictive role of an SF imaginary, and associated theorizing of actions that could lead to the utopian or dystopian future envisioned (Weaver et al., 2004; Appelbaum 2010) . Other

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... lum studies scholarship reads SF literature more explicitly in and of itself as preeminent texts; these texts often clarifying concepts and practices via the blurring of boundaries among 'scientific fact,' science fiction, and critical understandings of problems and issues in science, technology and society (Gough, 1993 (Gough, , 2020. Indeed, there is a strong thread in curriculum studies that uses popular media other than those labeled "science fiction"-pop music, mainstream popular novels and films, manga, children's literature, games, horoscopes, and more. Harvesting such "texts" for theories and metaphors creates an expanded sense of "speculative fiction" as public pedagogy (Sandlin et al., 2010) .