Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis

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dc.contributor.authorBurton, William
dc.contributor.examiningcommitteeFalkenberg, Thomas (Education)en_US
dc.contributor.examiningcommitteeAnderson, Heather (Pembina Trails School Division)en_US
dc.contributor.supervisorBabiuk, Gary (Education)en_US
dc.date.accessioned2019-03-06T19:22:17Z
dc.date.available2019-03-06T19:22:17Z
dc.date.issued2019-02-10en_US
dc.date.submitted2019-02-11T21:31:46Zen
dc.date.submitted2019-03-06T18:16:56Zen
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThe 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).en_US
dc.description.noteMay 2019en_US
dc.identifier.citationAPAen_US
dc.identifier.urihttp://hdl.handle.net/1993/33780
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectEducationen_US
dc.subjectCurriculumen_US
dc.subjectEnvironmenten_US
dc.subjectEnvironmental educationen_US
dc.subjectEcopedagogyen_US
dc.subjectEcoliteracyen_US
dc.subjectEducation for sustainable developmenten_US
dc.subjectManitobaen_US
dc.subjectUnited Nationsen_US
dc.subjectEarth Charteren_US
dc.subjectSenior yearsen_US
dc.subjectContent analysisen_US
dc.subjectCritical pedagogyen_US
dc.subjectESDen_US
dc.subjectEducation for sustainable livingen_US
dc.subjectEcoliterateen_US
dc.subjectPublic educationen_US
dc.subjectEducation policyen_US
dc.subjectCurriculum designen_US
dc.titleEcopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysisen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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