This chapter considers how engagement with decolonization history, theory and practice may provide an interesting future frame for Environmental and Sustainability Education (ESE). The chapter provides an overview of some of the key dynamics of decolonization thinking that are circulating at present, and considers particularly the problematique of absence and emergence. It argues for giving attention not only to critical analysis of colonization concerns (i.e. identification of absence), but also to expansive, emergent theories of learning which we might mobilise in environmental and sustainability education (ESE) out of our existing forms of being in order to re-imagine new becomings that are oriented to the common good (i.e. processes of emergence). In situating the argument within wider discourses around education and the common good, this chapter argues that decolonisation is a project that concerns us all (not only those in the global South), given the contemporary realities and geopolitics of resource flows, hypercapitalism, colonization by market logic, and the privatisation of the commons.
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↑ http://www.wageningenacademic.com/doi/pdf/10.3920/978-90-8686-846-9_2