In this essay, Judith Suissa draws on the tradition of radical and alternative education, and on some philosophical literature on democratic politics and the role of the political imagination, in order to suggest some ways of thinking about what constitutes an educational counterpublic that are different from those suggested in recent work by philosophers of education. Building on arguments by Nancy Fraser and others about the vital role of counterpublics in the political life of democracies, Suissa suggests that creating educational spaces where the formation, development, imagining, and nurturing of such counterpublics can occur is an important aspect of this role.