| Abstrakt: |
This article suggests that regrettable silences in development education (DE) on key issues of social justice and sustainability largely result from four unresolved issues. First, there is ongoing conflation of different meanings of 'development', but the most common meaning of development conflicts with development toward critical consciousness, greater justice, and sustainability. Second, the dominant form of human development usually involves exploitation of other people, species, and ecosystems, and this may elicit uncomfortable cognitive dissonance for development educators. Third, DE is not well-grounded in the Earth's biophysical limits or in what those limits imply for the directions future development must take. Specifically, modern civilisation is a selfterminating system that must be replaced. Fourth, much of DE is linked to the United Nations' (UN) 17 Sustainable Development Goals (SDGs), which steer us away from sustainability and do not resolve vast and toxic inequality. Given these issues, it is understandable that DE often appears to be stuck tinkering around the margins of an unhealthy, unfair, and unsustainable civilisation. By merging time-tested Indigenous worldviews with science regarding the Earth's limits and the basic needs of life, future directions for development education are proposed to help humanity create a healthy, just, and sustainable civilisation. [ABSTRACT FROM AUTHOR] |
