How can we teach critical hope, amidst contemporary challenges that seem intractable, within neoliberal educational institutions that work to foreclose transformative pedagogies and through academic critique that can result in cynicism and disillusionment among students? Here, I draw on the writings of Paolo Freire, J.K. Gibson-Graham and Sarah Amsler, as well as long-term research at the University of Sussex in the UK, to propose a critical-creative pedagogy that enables students to better understand global challenges and to imagine alternative responses to them. Consisting of whole-person learning, the use of arts and design methods and praxis, this pedagogy aims to nurture students' critical hope. In this article I sketch an outline of its elements, advance philosophical arguments for their importance and share brief examples from my own teaching in International Development to show how it can be enacted in classrooms. Critical-creative pedagogy necessitates generative theorising that allows pedagogies of possibilities to emerge and grow, critical engagement with the neoliberal education system to find spaces for action, and a radical understanding of pedagogical creativity. It results in practices of pedagogical prefiguration that enable students, and educators, to collectively imagine heterodox responses to contemporary social, economic and ecological challenges.