This paper presents the argument for centring of critiques from environmental and sustainable development scholarship alongside critical global citizenship education scholarship in response to enacting United Nations Sustainable Development Goal 4.7 in Global North contexts. As educators and researchers working in these two areas, respectively, we draw on Andreotti’s (2012) HEADSUP tool as a bridging framework. The tool centres pedagogical applications towards explicit attention to the ways education for sustainable development and global citizenship education can reproduce colonial systems of power. The chapter shares findings from a small-scale research study engaging secondary and upper secondary teachers in England, Finland and Sweden with the tool and engages with teacher perspectives to consider key possibilities and challenges of applying HEADSUP in both classroom pedagogy and reflexive practice.

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