A Study of Climate Change Curriculum in Canadian Postsecondary Educational Institutions

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Abstract

How are universities and colleges responding to Climate Change? This paper offers an analysis of Canadian post-secondary educational institutions through a study of their Climate Change course syllabi. Our curriculum analysis highlights: i) a relative paucity of climate change courses; ii) a predominant focus on technical/scientific aspects of climate change; and iii) disconnections between institutional policies, mandates and curriculum. Follow-up interviews with selected climate change curriculum innovators reveal four features shaping climate change curriculum formation: (a) the significance of climate ‘champions;’ (b) cultures of economics; (c) disciplinary allegiances; and (d) institutional climate leanings. Implications for theory and practice are further discussed.

Authors

• Ana Maria Martinez, York University

• Steve J. Alsop, York University