Tackling the Wicked Problem of an Evolving Curriculum: A Case Study on Social Studies and Treaty Education in Nova Scotia

Authors

  • Alexandra Pulchny McMaster University

Abstract

An “evolving curriculum,” characterized by dynamic integration of updated, culturally relevant resources and stakeholder autonomy, embodies a “wicked problem” in education as one that resists simple solutions due to its complex, interconnected nature and the influence of entrenched values. Using research conducted on Treaty, Mi’kmaw Studies, and Social Studies education in Nova Scotia as a case study, this research illustrates the challenges of incorporating Indigenous perspectives into curricula traditionally dominated by Eurocentric norms. Addressing these wicked problems requires more than curriculum revisions; it demands a collaborative effort among educators, policymakers, and communities to navigate systemic issues and foster an inclusive, equitable educational environment. This approach is essential for creating curricula that reflect diverse perspectives and respond to evolving societal needs.

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Published

2025-06-23

Issue

Vol. 16 No. 1 (2025)

Section

Research Study/Recherche

License

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