Utopianism, which is a distinctive vocabulary of hope, teaches us that society, including its physical sites of social and political practice, are both imagined and made and that we can accordingly believe they can be reimagined and remade. This paper exemplifies how exercises of the utopian imagination within teacher education curricula are able to do just that for teachers wishing initially to imagine and subsequently to realise progressive learning environments which privilege human agency, collective action, sustainability, community and equity, which together constitute the values said to underpin "robust hope". (Contains 5 notes.)