Abstract This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, object oriented ontology, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and develop the key concepts and discussions within ESE. Based on inspiration from speculative realism a dark pedagogy could strive to: develop an understanding of the hyperobjects and wicked problems at the center of ESE address the inherent contingency and risk of correlationism at play in ESE, insist on the inherent withdrawnness of the objects at play in ESE, develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms, without overburdening the individual.
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