Dekolonialität als Leerstelle in der Agenda 2030 erkennen

– didaktische Implikationen für den Geographieunterricht

Abstract

As a lead subject for ESD, geography education draws on the Agenda 2030 and its 17 Sustainable Development Goals (SDGs) as a normative reference framework. However, a purely affirmative approach in the classroom runs the risk of depoliticizing cognitive and material inequalities and uncritically reproducing eurocentric development models. Against this background, this article problematizes decoloniality as a blind spot of the SDGs and reveals how colonial continuities persist within them. From a subject-didactic perspective, four implications for a decolonial-reflexive geography education are derived: conceptualizing the SDGs as an inherently power-laden product of negotiation, deconstructing the eurocentric concept of development, reflecting on state sovereignty, and critiquing capitalist economic growth. Ultimately, this discussion paper provides impulses for a decolonial re-reading in order to anchor the Agenda 2030 in the classroom not as an unquestioned solution, but as an object of power-critical analysis.