The concept of “community” has gained prominence in global sustainability education policy, often heralded as a key site for transformative change. This optimism is echoed in a growing body of research that positions community-based education and learning as vital catalysts for sustainable development. In this chapter, such claims are critically destabilized. Drawing on biopolitical theory and extensive empirical research across diverse socio-economic contexts, we examine the ambiguities surrounding “community” and demonstrate how it often assumes the function of a biopolitical technique—one that accommodates inequality and adapts to prevailing conditions rather than transforming them. We further engage in dialogue with the biopolitical philosophies of Roberto Esposito and Giorgio Agamben to deepen this critique. Through this engagement, we contend that the governmentalization of “community” within global sustainability education risks transmuting it into an (auto)immunity dispositive and a mechanism of exclusionary inclusion. Ultimately, the chapter calls for more critical scrutiny of the community construct in sustainability education research and advocates for reimagining the concept in ways that transcend, rather than reproduce, dominant biopolitical imperatives.