Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis
The purpose of this study is to uncover whether the Manitoba Senior Years curricula made compulsory for graduation are sufficiently meeting our needs as a province, situated in the global efforts to both tackle and adapt to climate change. My central argument is: the environmental crisis is the central crisis of our time and failure to address this will lead to large sections of planet earth, including Manitoba, being unable to sustain human life. Crucially, the United Nations has repeatedly identified education, specifically public education as humankind's best opportunity to raise a generation of ecoliterate students capable of taking on these challenges. As curriculum is developed and published by the Provincial Government in Manitoba and sets the agenda of learning in the Manitoba classroom, it is essential that curriculum address these planetary needs. This research study will research whether the compulsory and elective Manitoba Senior Years curriculum meet the criteria set by the United Nations in The Earth Charter (2000). Through a critical content analysis methodology, this thesis will detail the application of the Earth Charter as a metric to gauge the extent that Manitoba curriculum promote the ideals of creating a “just, sustainable and peaceful society” (United Nations, 2000). An analysis and nine recommendations will be presented as a way to ensure that the Manitoba Senior Years curriculum more fully aligns with the Earth Charter (2000).
Education, Curriculum, Environment, Environmental education, Ecopedagogy, Ecoliteracy, Education for sustainable development, Manitoba, United Nations, Earth Charter, Senior years, Content analysis, Critical pedagogy, ESD, Education for sustainable living, Ecoliterate, Public education, Education policy, Curriculum design