Current perspectives on education for sustainability tend to focus on sustainable development as a means for raising ecological awareness and determining the ecological conditions for development. Yet there are emerging standpoints which are questioning the very need for western styled ′development′ for reaching sustainability goals. One such approach is that of buen vivir, rooted in the cosmovisions of the Indigenous peoples of Latin America. Roughly translated as ′the good life,′ buen vivir represents a community-centric, ecologically-balanced and culturally-sensitive set of worldviews whose plural nature opens up the possibilities for bridging cultures and knowledge systems. What this chapter aims to show is how a decolonial pedagogy based on buen vivir is emerging in praxis, and the lessons it can teach us. This will be accomplished by following the story of the initiative Colectivo Talanquera, who over the past eight years have been cocreating hybrid learning pedagogies with Indigenous communities in Northern Colombia, and whose methodologies are currently being used by some public and private non-indigenous institutions in rural areas of Colombia. With the necessity for envisioning alternative futures, this chapter hopes to inspire theorists and practitioners to move beyond educating for development, and instead towards educating for the good life
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↑ http://www.wageningenacademic.com/doi/abs/10.3920/978-90-8686-846-9_13