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This paper revisits place-based creative practices carried out by two art education faculty members with students and teachers. It discusses the potential these practices have for understanding the civic impact of art education, in particular the opportunity for art education to develop creative citizenship. Drawing on speculative theories and methodologies, we argue that speculative artistic gestures foster dispositions and values that encourage students to not take the world at face-value, but to seek out ways for troubling, investigating, and reimagining our complex present. This open-ended propositional approach captures students in the work of world-building, offering possibilities for engaging with the world and finding spaces for action and change.