Postkoloniale Perspektiven auf religiöse Bildung für nachhaltige Entwicklung

Abstract

The consideration of postcolonial theories can contribute to clarify the basic assumptions and goals of education for sustainable development. This is done by identifying implicit (post-)colonial patterns that contradict the intentions of education for sustainable development. Reflections of Gayatri Chakravorty Spivak on human rights politics and aesthetic education, on subalterns and representations as well as on epistemic violence provide impulses to reflect the discourse on religious education for sustainable development and to derive didactic consequences from it.