Queer pedagogy for, with and within education for sustainable development

Education for Sustainable Development (ESD) is a growing movement that seeks to empower learners to face the existential threats of the Anthropocene. Queer pedagogy, as form of critical pedagogy, rejects the influence of heteronormative and patriarchal systems and consequently also rejects anthropocentrism. To effectively educate for sustainable development, it becomes apparent that one must also educate in a queer-informed way. Despite this, there has been little to no scholarly work to date on where queer pedagogy fits within ESD. The purpose of this paper is to explore the link between the two seemingly related fields, but also provide a gateway for educational practitioners who come from the current paradigm within ESD to incorporate queer pedagogy, or for queer pedagogues to further a queered version of sustainable development, with a particular focus on higher education.