Target 4.7 of the United Nations Sustainable Development Goals can provide an opportunity for a more transformative approach to education. To consider this requires a new approach to learning that moves beyond subjects and disciplines to recognise intersectionality as being central to providing a radical rethinking of the purpose of education. Evidence from initiatives by civil society organisations in England shows that there are examples of these practices. At an international level, the Dublin Declaration on Global Education to 2050 provides an additional boost to calling for a major transformation in education.