Pedagogies are directly linked to the possible, because they aim to open new and varied trajectories for learning and life. Still, many of the pedagogies enacted in formal schooling are restricted by a focus on what is already known and an emphasis on sameness. Pedagogies of sameness constrain the possible particularly when it comes to creative learning experiences (Beghetto and Vasquez in press; Beghetto and Yoon 2021). Paolo Freire has arguably (see Chapter 4, Matusov 2009) offered the most famous critique of pedagogies of sameness in his 1968 landmark book, Pedagogy of the Oppressed (Freire 2014), in which he made a strong argument against the “banking model of education.” This is a model based on the teacher making mental deposits within the student. A unidirectional transfer of knowledge and information in which teachers know best and know more, and students, as passive recipients, are guided to know what the teacher already knows. Working in the context of twentieth century...