Reimagining Science Education in the Anthropocene challenges the curricular separation between scientific knowledge and the damaged worlds in which that knowledge is produced. Science education is treated not as neutral transmission but as a political and ontological practice that shapes relations among humans, land, technology and more-than-human life. The volume brings postcolonial, Indigenous, feminist, new materialist and place-based approaches into contact with environmental education, exposing the limitations of pedagogies organised around mastery, universality and detached observation. Its contribution lies in relocating scientific learning within histories of extraction, coloniality and ecological crisis. Methodologically, the collection moves between thick local description and macro-conceptual analysis, demonstrating that educational transformation requires both situated practices and revised theories of knowledge. It bridges pedagogy, science studies and environmental humanities by asking not only what science should teach about the Anthropocene, but what forms of subjectivity, responsibility and collective capacity education must cultivate when the environment is no longer an external topic but the condition of learning itself.