Measuring the Prevalence of Ecopedagogy in the Manitoba Senior Years Curriculum: A Critical Content Analysis


  • William Burton University of Manitoba


The purpose of this study is to uncover whether the Manitoba Senior Years curricula made compulsory for graduation are sufficiently meeting the needs of learners, situated in the global efforts to both tackle and adapt to climate change. Crucially, the United Nations has repeatedly identified education, specifically public education as humankind's best opportunity to raise a generation of environmentally-conscious 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. Through a critical content analysis methodology, this journal article will apply codes drawn from the Earth Charter (2000) to 29 compulsory and elective Manitoba Senior Years curricula to gauge the extent that learners are exposed to environmental content. An analysis and three recommendations aimed at schools and the Province of Manitoba to move towards aligning with the Earth Charter (2000) will conclude the study.






Research Study/Recherche