The document discusses different perspectives on literacy, sustainable development, and education. It argues that there are competing "epistemic realities" or ways of knowing in these areas. For literacy, there are autonomous and ideological models; for sustainable development, there are divergent definitions; and for sustainable education, there are economic-driven and values-driven perspectives. These varying perspectives have implications for how literacy can support sustainable development at the local governance level, and what roles local government representatives and academics can play.

1. Epistemic groundings for the role of literacy in sustainable development at the local governance level Dr Gordon O. Ade-Ojo Dept of PLD Avery Hill Campus University of Greenwich, UK