Transformative curriculum: an inquiry into the implementation of Manitoba’s global issues: citizenship and sustainability curriculum

Abstract

In 2011, Manitoba Education and Training unveiled a new, grade 12 social studies curriculum titled, “Global Issues: Citizenship and Sustainability”. The purpose of this thesis was to explore the impact of this new Global Issues curriculum on my former students. Using qualitative research and a phenomenological approach, 10 former students were interviewed about their experiences. The results of these interviews left four main impressions that will have ramifications for my practice and social studies curriculum development. Firstly, the curriculum was different than any other they had previously experienced. Secondly, the students placed a high value on the dialogical nature of the course as well as, thirdly, on the fact that they were entrusted to inquire and act on issues of global importance. Finally, the curriculum had a significant influence on their level of interest in global issues, their thinking, and their future career and life plans.