Special Issue: Educational Futures, Vol. 2 Policy Futures in Education 2021, Vol. 0(0) 1–11 © The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/14782103211043979 journals.sagepub.com/home/pfe Inter-galactic pedagogy, pedagogy inter-galactic: The first entries of the pedagogica intergalactica! Andrew Gibbons  School of Education, Auckland University of Technology, Auckland, New Zealand Marta Cabral  College of Staten Island, City University of New York (CUNY), New York, NY, USA Chris Moffett  University of North Texas, Denton, TX, USA Abstract This article features the beginnings of the first volume of an encyclopaedia dedicated to the discussion of inter-galactic pedagogical matters. There is much to learn about within and before these times of inter-galactic change and so there is much to consider for those interested in, and committed to, thinking the pedagogical. PEDAGOGICA INTERGALACTICA takes up the task of curating specu- lations on pedagogy in a galactic context. The entries are included for their role in intersecting concerns with and questions about pedagogies and galaxies. This compilation is presented as a work-in-progress. Entries were selected according to their availability at the time of publication, but given the scope of the research, much information will be available with increases in inter-galactic pedagogues and, at the same time, with pedagogical inter-galactic exploration. While each entry can be understood to take up a speculation on the radical, the seemingly impossible, and the typically unimaginable, each entry can also be understood, and questioned, in the sense of an already is, or at least a very likely could-be. Keywords Science fiction, pedagogy, education systems, encyclopaedia, first contact This article features the beginnings of the first volume of an encyclopaedia dedicated to the discussion of inter-galactic pedagogical matters. As education policy makers and teachers deal with dramatic changes to Earthly life, they are faced with the reality of their unpreparedness, and with the need to rethink notions of how to prepare, and for what. These dramatic changes include new configurations Corresponding author: Andrew Gibbons, School of Education, Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Email. agibbons@aut.ac.nz