This paper argues for a historical and socio-cultural approach to participation as a key concept in a democratically oriented education for sustainable development (ESD). With three empirical examples from a non-formal educational setting, it demonstrates that even though a relatively open framework is provided for genuine participation, certain themes and problems can be marginalised in the dominant discourse of sustainable development. Since the 1990s, this discourse has been characterised as "ecological modernisation" in northern Europe. I show that there is a risk that, rather than enlightening sustainable development, participatory ESD will contribute to a self-deceptive simulation. In order to go beyond this and contribute to the development of ESD, I argue by way of conclusion for a weighting of work with dilemmas, dissensus and deliberative communication. (Contains 7 notes.)