Abstract
This paper is comprised of a climate change and energy focused framing analysis of recently introduced revisions to Alberta, Canada’s Kindergarten to Grade 6 curriculum. The theoretical framework is provided by Elliot Eisner’s three curricula—the explicit, implicit, and null—and scholarship related to intersectional climate and environmental justice, education, and communication. Thematic findings are shared in relation to what is and isn’t included in the new curriculum; ideologically motivated attempts to present falsely “balanced” perspectives on climate change and “ethical energy” in relation to Alberta’s oil and gas industry; and the role of individuals, governments, and corporations in mitigating and adapting to climate change. This paper concludes with a critical discussion of and possible alternatives to the revised curriculum with further consideration of the implications for those involved with similar endeavours in other jurisdictions across Canada and around the world. Keeping in mind the international and wicked nature of climate change, an intersectional approach to climate change curricula that recognizes the central culpability of human activity will foster more informed, invested, and action-oriented understanding for learners and educators alike.
Presenters
Gregory Lowan-TrudeauAssociate Professor, Werklund School of Education, University of Calgary, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Technical, Political, and Social Responses
KEYWORDS
Climate Change, Energy, Education, Curriculum, Alberta
