Does One Future Matter More Than the ‘Other(ed)’? A Brief Critical Analysis of the UNESCO Education for Sustainable Development 2030 Framework

Abstract

The United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Education for Sustainable Development roadmap (ESD 2030) is a policy document that reiterates the urgency of the climate crisis and affirms the central role of education in ensuring the survival of the planet. Building on nearly two decades of international policy on education for sustainable development, ESD 2030 highlights priority areas and recommendations for integrating education for sustainable development at all levels of society. Despite its urgent call to action, there is little to no attention paid to systemic issues such as capitalism and racism and their role in accelerating the climate crisis. This essay critically analyzes the ESD 2030 framework and makes a case for reckoning with past and present systemic injustice to combat the climate crisis effectively. It examines how modernity has functioned as a justification for colonial conquests and exploitation, and the role of racism in perpetuating the dehumanization that makes such activities possible. While ESD 2030 implicitly attempts to integrate empathy and relationality in its approach to sustainability education, this essay draws from Black critical theorists to argue why relationality should confront racism and racialized violence for it to have an enduring impact in education. The essay spotlights ways in which environmental education is taking a more critical and race-inclusive approach while honoring the principles that ESD 2030 proposes.