Keywords
Climate Change, Energy, Curriculum, Education, Alberta, Canada
Abstract
This article is comprised of a climate change-focused framing analysis of proposed revisions to Alberta, Canada’s K-6 curriculum as an ideologically motivated manifestation of curricular epistemicide. Eisner’s three curricula—the explicit, implicit, and null—and scholarship related to intersectional climate and environmental justice, education, and communication provide the theoretical framework. This inquiry 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.
DOI
10.15760/nwjte.2022.17.3.10
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/38812
Recommended Citation
Lowan-Trudeau, Greg
(2022)
"Climate Change Curricula in Alberta, Canada: An Intersectional Framing Analysis,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 10.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.10