La prise en compte des questions environnementales autochtones dans les programmes d’études canadiens : une analyse critique du discours

Auteurs-es

  • Gregory Lowan-Trudeau University of Calgary
  • Teresa Fowler Concordia University

DOI :

https://doi.org/10.25071/1916-4467.40438

Mots-clés :

autochtones, environnemental, éducation, programme d’étude, discours

Résumé

Cet article présente les points saillants de l’analyse des programmes d’études des dix provinces et trois territoires du Canada en mettant l’accent sur les questions environnementales autochtones. Cette enquête a été menée lors d’événements et de mouvements socio- écologiques d’envergure nationale comme La Commission de Vérité et Réconciliation, « Idle No More » et lors de nombreuses protestations contre les oléoducs et les gazoducs. Nous partageons les résultats révélés à travers l’analyse de trois programmes d’études de Eisner (2002)—l’explicite, l’implicite et le nul—et une méthodologie d’analyse qualitative critique du discours.

Bibliographies de l'auteur-e

Gregory Lowan-Trudeau, University of Calgary

Greg Lowan-Trudeau is Associate Professor in the Werklund School of Education and Academic Coordinator of the MEd certificate, Critical Approaches to Environmental Education. His research interests include the following: Indigenous environmental health, education, justice and activism; renewable energy development in Indigenous communities; Japanese ecological knowledge and philosophy; métissage; and interpretive and Indigenous research methodologies.

Teresa Fowler, Concordia University

Teresa Anne Fowler, PhD, is Assistant Professor of Education, Physical Education and Wellness at Concordia University of Edmonton. Her research interests focus on the intersections of critical White masculinities and sport, specifically hockey culture, using critical pedagogy, feminist theories and Bourdieu’s theory of cultural reproduction.

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2021-12-13

Comment citer

Lowan-Trudeau, G., & Fowler, T. (2021). La prise en compte des questions environnementales autochtones dans les programmes d’études canadiens : une analyse critique du discours. La Revue De l’association Canadienne Pour l’étude De Curriculum , 19(1), 103–128. https://doi.org/10.25071/1916-4467.40438

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