ABSTRACT
Robert Stevenson complains that the policy discourse of education for sustainable development, like that of environmental education, has generally been constructed by policy-makers and academics as an abstraction decontexualized from contexts of practice and to be enacted by others, namely educators who have not participated in the formulation of the goals and concepts. "Post-sustainability” maintains the idea of environmental care as a powerful and real force, but translates it in a way that recognizes the flaws in the idea of sustainable development and that initiates a new aspirational narrative. Behind a public simulation of deep concern for the state of the natural environment lies a real concern for economic growth and the rise of the material well-being of (largely Western) elites. As such, the post-sustainability movement holds out the possibility of both orientating a positive conception of environmental education and initiating an authentic conception of education as a whole.
