Exploring Sociocritical Renewable Energy Education: Insights From Canada

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Abstract

This study explored the experiences of sociocritical renewable energy educators in the energy focused and politically charged province of Alberta and other regions of Canada. A critical ethnographic methodology was enacted through semi-structured interviews in order to better understand the challenges that they face, successful strategies that they employ, and the broader curricular, policy, and societal implications of such considerations. The findings of this study provide important insights for educational stakeholders such as teachers, administrators, academics, and government and community leaders in developing future initiatives, resources, curricula, and partnerships.

Authors

• Greg Lowan-Trudeau, University of Calgary

• Teresa Anne Fowler, Concordia University of Edmonton