As products of the Anthropocene, the epoch of human ecological impact, models of environmental and social sustainability have been rooted in humanism, centering human agency and taking humanity as the prime reference point in understanding the world. Discourses around sustainability pose questions of how we are trying to sustain our world and our central place in it. With these questions in mind, we examine the role of science education for sustainability and as a tool for enacting societal change and interacting with the world responsibly. Science education is particularly concerned with helping learners cultivate tools and develop scientific literacy for understanding and interacting with the world. This is key to the ability of current and future generations to meet the challenge of building and maintaining a sustainable world. Yet, these tools are rooted in anthropocentric and Western ways of understanding our relationships with and in the world, which maintains myths such as the neutrality of digital technology or linear forms of progress. We turn to posthuman perspectives to consider an alternative onto-epistemological stance that decenters human agency and foregrounds the co-constitutive and intra-active nature of the world. We argue that scientific literacy and science education for sustainability can act as channels for our species to move beyond ecological sustainability to an understanding of humanity’s entanglement with the world. Life in all its forms, from micro to macro is about relationships with cultural and natural ecologies. Any changes in these relationships can lead to the sustaining, altering, or threatening of these ecologies. In light of this recognition, we explore the implications of posthumanist thought for science education and literacy as learners seek a more sustainable world and a more harmonious place for humanity within it.

作为人类世的产物，人类生态影响的时代，环境和社会可持续性的模型已经植根于人本主义，以人的主体为中心，并以人为本作为了解世界的主要参考点。关于可持续性的论述提出了有关我们如何努力维持我们的世界以及我们在其中的中心地位的问题。考虑到这些问题，我们研究了科学教育对于可持续发展的作用，以及作为实现社会变革和负责任地与世界互动的工具的作用。科学教育尤其关注帮助学习者培养工具和发展科学素养，以了解和与世界互动。这是当代和子孙后代应对建设和维持可持续世界挑战的能力的关键。然而，这些工具植根于以人类为中心和西方的方式来理解我们与世界以及世界之间的关系，这维护了诸如数字技术的中立性或线性进步形式之类的神话。我们转向后人类的观点，以考虑一种替代的本体论立场，这种立场使人类的代理权偏心并且突出了世界的共同构成和内部活跃性。我们认为，对可持续性的科学素养和科学教育可以作为我们物种超越生态学可持续性，了解人类与世界纠缠的渠道。从微观到宏观的各种形式的生命都与文化和自然生态的关系有关。这些关系的任何变化都可能导致这些生态的维持，改变或威胁。鉴于这种认识，