Considering Indigenous Environmental Issues in Canadian Curricula: A Critical Discourse Analysis


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



Indigenous, Environmental, Education, Curriculum, Discourse


This article presents insights from a curricular review of Canada’s ten provinces and three territories with a focus on critical Indigenous environmental issues. This inquiry was conducted amidst nationally prominent events and socio-ecological movements such as the Truth and Reconciliation Commission, Idle No More and numerous oil and gas pipeline protests. We share findings revealed through this review informed by Eisner’s (2002) three curricula—the explicit, implicit and null—and a qualitative critical discourse analysis methodology.

Author Biographies

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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How to Cite

Lowan-Trudeau, G., & Fowler, T. (2021). Considering Indigenous Environmental Issues in Canadian Curricula: A Critical Discourse Analysis. Journal of the Canadian Association for Curriculum Studies, 19(1), 103–128.