The urgent recognition of the knowledge of Indigenous peoples, especially Indigenous women, requires an examination of the epistemic barriers and power relations that have prevented this to date. To this aim, the chapter examines the dichotomous divisions that underlie Western thinking and justifies its claim to domination (of the world, of knowledge, of the subjugated others). For the Italian philosopher Giorgio Agamben, the dichotomous division between nature and animals on the one hand and the humans on the other represents the matrix for all discrimination reproduced within the human (as a result of gender, age, skin colour, social and geographical origin, language, disability). European educational science exemplifies how its most influential development is a heritage of Colonialism. The supposed discovery and violent conquest of the so-called savage peoples show a direct intellectual link to the ‘discovery’ of the savage child at home and its conquest by science. While disciplinary techniques were created for (European) children in order to turn animals into humans (as Kant thought), the distinction between savages and civilised people legitimised the dehumanisation of Indigenous people and their treatment as animals. For an appreciation of Indigenous knowledge and fair participation of Indigenous women in the social and political shaping of the world, it is, therefore, crucial to decolonise education and the understanding of knowledge. The chapter attempts to bridge the phenomenological concept of perception of the world through the senses (suppressed by Western mainstream education) and the idea of Global Citizenship Education. Both can be understood as an attempt to overcome an Education of Mastery (as conquest of the world, of knowledge, of others, of the oppressed) through an understanding of education that deals with the discriminatory divisions and a new relationship to the world and the respective others [In some passages, this article draws on the author’s previous work and develops it further from a new perspective (cf. Peterlini, Die Welt neu denken lernen. Plädoyer für eine planetare Politik. transcript, 2021; Internationale Soziale Arbeit und soziale Bewegungen. Nomos, 2023b, Krieg, Konflikt und Soziale Arbeit. Herausforderungen, Visionen und Praxen zur Friedensgestaltung. Beltz Juventa, 2024).].