Abstract
In this paper, we craft a dialogue between "The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability," by Sophia Jeong, Brandon Sherman, and Deborah Tippins and, "The quest for sustainable futures: designing transformative spaces for youth through critical response-ability," by Shakhnoza Kayumova and Deborah Tippins. We argue for an optimistic approach to post-Anthropocene science education that acknowledges humans as the animals we are, albeit with a more sophisticated understanding of our place in the world. It is this understanding that gives us both responsibility and a response-ability to our human and non-human actors within our earthly entanglement. To do this requires reimagining science classrooms as locations of opportunity where students develop agential literacy. These classrooms provide an environment that allow students to develop their skills as sustainability engineers. We advocate for embracing indigenous ways of knowing, opening locations of possibilities through policy reform, fostering an integrated model of STEM education, and re-imagining teacher education to promote and move toward equitable science education.