Although Education for Sustainable Development as a program of the United Nations is an international and supposedly universal concept, the concept of sustainability and especially the concept of development are based on many hegemonic Eurocentric ideas of the world and change.
A critical analysis of the epistemic foundations (which and whose knowledge?) and ontological settings (which and whose view of man and the world?) of ESD from a postcolonial and power-critical perspective and the attemptof multiperspectivity and diversity should therefore be a central quality feature of ESD. Nevertheless, global perspectives often remain underlit in ESD practice, or run the risk of reproducing colonial-racist stereotypes and helper and deficit views of the Global South.
In its handout "Education for Sustainable Inequality", Glokal e.V. analyzes educational materials from a postcolonial and power-critical perspective. On its platform Mangoes & Bullets it shares educational materials for action and thinking critical of racism and domination.
With the open letter "Decolonize Orientation Framework", a coalition of civil society and academic actors*, including many migrant-diasporic and Black organizations, critically commented on the orientation and content of the KMK's Orientation Framework for Global Development Learning and made recommendations for a further development of Global Learning / ESD that does justice to its own transformative claim.
In Pluriverse - A Post-Development-Dictionary by Artura Escobar et al. diverse cosmologies, narratives, theories and action practices beyond Eurocentric conceptions of the world are gathered.
