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dc.contributor.supervisor Falkenberg, Thomas (Curriculum, Teaching and Learning) en_US
dc.contributor.author Henderson, Matthew
dc.date.accessioned 2016-09-12T23:25:42Z
dc.date.available 2016-09-12T23:25:42Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1993/31700
dc.description.abstract This thesis seeks to advance a curriculum which provides learners with educative experiences required to promote an ecological literacy. This particular type of literacy enables individuals and communities to understand their connectedness to all systems, to appreciate the finite carrying capacity of the planet, to predict consequences of human activity, and to ultimately create sustainable communities through action, or praxis. The proposed curriculum is a vision of public education in Manitoba, borrowing examples of experiences throughout the world which are then adapted to meet the ecological, social, and political realities of this province. It is a utopian-inspired curriculum as it seeks to shed current restraints imposed by contemporary educational practices in Manitoba. By removing certain constraints, this philosophical inquiry can then be used to provoke a dialogue as to how we might transform learners into agents of social and ecological change. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Ecological literacy en_US
dc.subject Systems thinking en_US
dc.subject Experiential education en_US
dc.subject Education en_US
dc.subject Sustainability en_US
dc.title Bridging the ecological knowledge and knowledge-action gaps: a utopian vision for education in Manitoba en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Babiuk, Gary (Curriculum, Teaching and Learning) Sims, Laura (Education, USB) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2016 en_US


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