Abstract
AbstractSouth Africa has a fairly centralised education system with a national curriculum. To expect that its instructional guidance system will be formal and centralised is thus not far-fetched. For the most part, that is indeed the case with most curriculum leadership vested formally in the various education specialists located at the national, provincial and district levels. Environmental Education (EE), however, is one area of learning that bucks the trend, where instructional guidance seems to be mostly decentralised to the schools and teachers. This article presents two qualitative case studies that illustrate the role of lead teachers in curriculum leadership for EE in primary schools. The cases suggest that instructional leadership is first and foremost a distributed practice that involves not only leaders in formal positions. Second, that in spite of the centralized education system in South Africa, instructional leadership may be decentralised to the schools in some of the subjects such as EE. T...
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