Discursive colonialism in Nigeria’s environmental education: a critical discourse analysis

This study investigates how colonial discourses persist in environmental education in Nigeria through the marginalisation of Indigenous knowledge systems. Drawing on postcolonial theory, particularly orientalism, subalternity and epistemic violence, the study employs a qualitative design integrating critical discourse analysis (CDA), interpretive phenomenological analysis (IPA) and participatory action research (PAR). CDA, guided by Fairclough’s framework, was used to analyse curriculum documents, textbooks and lesson plans, while IPA informed the interpretation of teachers’ experiences derived from interviews, classroom observations and PAR focus group discussions. The findings reveal that environmental education content remains dominated by Western epistemologies, with limited representation of Nigerian environments and Indigenous knowledge. Pedagogical practices further reinforce passive learning, privileging rote memorisation over critical engagement and action. These dynamics sustain discursive colonialism by positioning Western knowledge as authoritative and Indigenous perspectives as peripheral or absent. The study concludes that meaningful transformation requires the integration of Indigenous knowledge systems and critical, context-responsive pedagogies. Implications include the need for curriculum reform, teacher professional development, and policy shifts that support place-based, participatory and critically engaged environmental education.