The purpose of this paper is to suggest that the concept of "fugitive pedagogies of dread" contributes to affective, ontological and political reorientations of dread in teaching and learning for/about the future. To do so, the paper puts in conversation the concepts of "fugitivity" (from Black liberatory practices), "anticipation" and "radical futurity" (from the field of Future Studies in education), and the notion of "dread" as a political affect/emotion (from the recent affective turn in the social sciences and humanities). It is argued that the concept of "fugitive pedagogies of dread" enables students and educators to contest monolithic understandings of "dreadful" visions of futures and reframe dread as a contingent and transformative possibility. The paper concludes by discussing the pedagogical and theoretical implications of this concept for scholars and educators in the fields of education, pedagogy and cultural studies.