Acknowledging that students are civic actors and that teaching and learning is always relevant to civic lives, this article addresses how imaginative spaces can be political and if the ways that educators dream and speculate with youth have civic implications. The author first considers how communities and nations are shaped by sociopolitical imaginaries and then reviews some ways that youths and adults have leveraged the potency of imagination toward justice. The hope is to highlight the promise and precarity of imaginative thinking so that educators can account for its sociopolitical utility and impact.