摘要：T he state of the e nvironment se ems to be unde r enormou s pr essu re wor ldwide. N umer ous and comple x e nvir onmenta l pr oblems a nd r isk s seem to be dominating the de velopment progr amme s of nations, 'fighting' for space/inclusion and a ttention' from already scarce and dwindling resources in order to sta y afloat of complete extinction. Through conceptualization of the discourse, Western wa ys of knowing ha ve thus far provided local a nd global na tions with both useful and not so useful ways of knowing phenomena and understanding society's rea lity. H owever, in the proc ess of a chieving this edu cationa l goal, other ways of knowing, especially indigenous knowledges ha ve been margina lized. Br oa d based knowledge constru ction a pproa che s a llow for differe nt ways of knowing to provide alterna tive solu tions to problems and the diver se challenges societies contend with. It is for tha t re ason tha t the re sear chers ar gue that curr icula in higher educa tion a nd other institutions of higher lea rning, cannot a fford to c ontinue to exclude or 'peripherize' other ways of knowing. The researc hers further propose that in order tha t education programmes of development and susta ina bility education succeed in a ddressing the complex, uncertain a nd contradictory reality of present societies, educa tion curricula should be underpinned by social critical thinking and ca pability approa ches tha t not only foster understand in plura lity, bu t a lso promote world citizenry.
关键词：World Citizenry. I ndigenous Knowledge. Ca pability Appr oa ch. Social Critica l Pedagogy
