New Publication

Conceptions of Sustainability within the Redesigned K-12 Curriculum in British Columbia, Canada: Mapping a disputed terrain

Co-authored by Dr. Gerald Fallon, Dr. Robert VanWynsberghe, and Patrick Robertson

The purpose of this policy study is to provide to educators and curriculum writers a critical account of the diversity and contestability of the conceptions of sustainability embedded into the policies and processes related to the transformation of K-12 curriculum in British Columbia (B.C.), Canada. First, we examine the different conceptions of sustainability within the context of distinctive socio-cultural paradigms: the industrial, the existentialist, and the symbiosynergetic. Second, we address the following key questions: in what socio-cultural paradigm is the dominant conception of sustainability grounded in new K-12 curriculum policy in B.C. and in which ways does that paradigm question the dominant industrial notion of modernity and development?

The full study can be read in The Journal of Sustainability Education here.