A philosophical perspective, explores foundational ideas shaping and constraining environmental and sustainability education (ESE). It begins by examining the broader context and interconnectivity of globalisation and policy formation before discussing the history, form and function of education that have influenced development. Social reproduction and social reconstruction are explored in relation to how education can perpetuate existing systems or foster change. The diverse personal and social factors involved in pro-environmental behaviour are discussed. There is reflection on the intersection of religion and environment, recognising how belief systems shape attitudes toward the environment. The discussion then shifts to variations of development, highlighting diverse understandings and approaches. There is consideration of governance, capitalism, and the importance of civics and critical thinking in examining how power structures influence ESE. A recognition of challenges concludes with a heuristic frame for encouraging critical examination for ESE (Vare & Scott, 2007; Stevenson R, Environ Educ Res 12(3), 277–290, 2006; Stevenson & Robottom, 2013). The narrative then engages the long history of empire building acknowledging the impact of colonisation on Indigenous populations and their environments. A space is created for connection to alternative worldviews’ and knowledges’ that can inform ESE practices, in addition to setting the scene for a focus on the Australian context.