Weaving relations: Exploring the epistemological interaction between indigenous & traditional ecological knowledge and Eurowestern paradigms in education for sustainable development - an umbrella review

Abstract

Aim: This thesis aims to explore the epistemological challenges and opportunities of integrating Indigenous and Traditional Ecological Knowledge (ITEK) in Education for Sustainable Development (ESD) within the context of Euro-Western paradigms.

Theory: In considering epistemological interactions between ITEK in ESD, the theoretical framework for this study is a "weave" of the transformative paradigm as the warp; postcolonial, decolonial, and Indigenous research methodologies as the weft; and the transdisciplinary approach as the frame.

Method: This study employs an umbrella review (a review of reviews) methodology to analyze and synthesize 30 existing systematic reviews on the integration of ITEK in (E)SD. The search was conducted in the Web Of Science database, and eligibility criteria were established to maximize the relevance and quality of the included studies. PRISMA and MMAT guidelines were followed to ensure a comprehensive and transparent approach complete with adequate quality appraisal filters.

Results: The results of this study demonstrate that while there is a growing body of research on the integration of ITEK in ESD, the Euro-Western epistemological framework presents significant challenges for successful integration of other worldviews. The themes that emerged from the analysis include the importance of epistemological justice, the need for decolonization of knowledge systems, and the potential for transformative and transdisciplinary approaches to facilitate the integration of ITEK in ESD. The study also identifies gaps in the literature and proposes avenues for future research.