To what extend can cultural theories and methods affect the advancement of ESD concepts and learning processes? My presentation refers to current debates which reflect the specific inclusion of cultural issues within the framework of ESD (cf. BKJ 2012, Packalén 2010, Stibbe 2009, UNESCO 2011). These discussions demand an integration of the analysis of popular culture and everyday life, personality development and lifestyle as part of learning processes (Shell-Jugendstudie 2010). I will outline how – by means of Cultural Studies theories – self-reflective practices and associated competencies like agency can be promoted. The approaches provide approved instruments of perception and cultural analysis against the background of sustainable development and global learning, without reverting to reductionist and ethnocentric methods. By presenting examples from Higher Education at Leuphana University Luneburg, I will point out, how such theories combine rational and emotional strategies as well as reflexive and social action on an individual and societal level (cf. Hall 1997, de Certeau 1980). Thus a particular focus lies on aspects of agency/participation, power and meaning and their interaction. This interest is built on the hypothesis that the reflection and reinterpretation of symbols, practices and meaning in daily life has a high potential for learning and application processes (cf. Fiske 2002).