La prise en compte des questions environnementales autochtones dans les programmes d’études canadiens : une analyse critique du discours
DOI :
https://doi.org/10.25071/1916-4467.40438Mots-clés :
autochtones, environnemental, éducation, programme d’étude, discoursRésumé
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.
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