EXPLORATIONS OF TENTH-GRADE STS[E] CURRICULA ACROSS THREE PROVINCIAL POLITICAL LANDSCAPES by Christina Ann Phillips A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning University of Toronto © Copyright by Christina Phillips 2017 Abstract Christina Phillips Doctor of Philosophy Department of Curriculum, Teaching and Learning, OISE University of Toronto, 2017 This thesis focuses on explorations of science, technology, society and the environment (i.e., STS[E]) outcomes/expectations in tenth-grade level science curricula across three Canadian provinces (i.e., Alberta, Manitoba & Ontario) with distinctive provincial political environments at the time of curriculum construction and/or implementation. Document analysis, discourse analysis and a range of theoretical frameworks (i.e., Levinson, 2010; Pedretti & Nazir, 2011 & Krathwohl, 2002) were used to aid in explorations of STS[E] curriculum segments and discourses in each provincial region. More detailed analysis and thematic exploration is presented for each unit associated with climate change as some interesting patterns emerged following initial analysis. My findings are presented as three comparative case studies and represent a small and original contribution to the large body of scholarly research devoted to studies of STS[E] education, where each province represents a unique case that has been explored regarding some aspects the STS[E] curriculum outcomes/expectations and general political culture 1 as well as some other theoretical factors. Findings from this study indicate that Alberta’s STS[E] outcomes may be related to Levinson’s (2010) ‘deliberative’ citizenship focus. The following currents from Pedretti and Nazir (2011) appear to be emphasized: logical reasoning, historical, application & design and socio- cultural aligned outcomes when STS[E] is considered as an entity separate from the 1 A selected provincial Speech from the Throne, party platform and an environmental action plan were used in each case to explore general provincial political culture. ii Alberta curriculum combination of STS and Knowledge. Ontario’s STS[E] expectations may align with Levinson’s (2010) ‘deliberative’ or in some select cases a ‘deliberative’/’praxis’ framework category with some emphasis related to logical reasoning and socio-cultural awareness (Pedretti & Nazir, 2011) in their STS[E] curriculum. The Manitoba STS[E] outcomes may be aligned with a more ‘deliberative’ approach with some associations that could intersect with the framework categories of ‘praxis’ or possibly ‘dissent and conflict’ (Levinson, 2010) and the logical reasoning, socio-cultural and socio-ecojustice currents (Pedretti & Nazir, 2011). General provincial political culture seems to play a limited role in the STS[E] outcomes/expectations as the provinces studied here all tend to align with Levinson’s (2010) deliberative citizenship stance (i.e., to varying degrees), with some caveats as explored throughout these cases. A chapter on cross-case analysis follows the three central cases and focuses on the following categories that emerged from this research: STS[E] ontology; STS[E] & citizenship and socio-economic thematic explorations. The final chapter of this thesis focuses on some additional factors and theoretical explorations that may shape STS[E] curricula such as cultural-geographic considerations; educational-political interactions during curriculum construction processes and possible influences from academic scientists. This chapter also provides some recommendations for curriculum development as aligned with case study approaches and provides insights regarding possibilities for future research. iii Acknowledgements My sincere thanks to my supervisor Dr. Larry Bencze for his encouragement and patient readings and feedback on my early thesis drafts. I think fondly of our first meetings when I joined the STEPWISE project and what I have learned from you about what science education is and how it might be used to make the world a better place. I can’t quite imagine science without thinking about student-directed, open-ended inquiry projects and possible student actions. You have not only made me a stronger writer but a better educator. I also want to thank my committee members, Dr. Erminia Pedretti and Dr. Diane Gerin-Lajoie for their thoughtful insights, encouragement and feedback on my thesis. Thank you to my external examiner, Dr. Kamini Jaipal-Jamani and internal- external examiner, Dr. Clare Brett for your insights and feedback for which I am thankful. I am very appreciative and grateful for everyone’s support and contributions. A huge thank you to my special guys: Bill, Callum and Connor, who have encouraged and supported me in countless ways along this journey with their love, patience and hugs. I also thank my extended family, friends and many wonderful colleagues for listening, your suggestions, encouragement, occasional baby-sitting services and for making me laugh often (David, Carla, Prachi, Marc & Natalie). And a special thank you to my very wise parents/scholars/role-models (Barb & Paul Phillips) for your countless contributions, always knowing the right things to say and for encouraging me to be me! I am very fortunate to have been taught by some excellent educators over the years whose support and encouragement have enabled me to be where I am today. I especially acknowledge Dr. David Bunbury, Mr. Bob Giza and Ms. Jackson for inspiring in me a passion for science, teaching and writing respectively as modeled by you through your enthusiasm, humour, kindness, care and intelligence—you are what I aspire to be in my classroom. Thank you to the students I have taught over the years. You have taught me some of my most profound lessons about education and I am grateful that I was able to learn from and with all of you on my journey. This thesis is for Bernadette Phillips. iv Table of Contents Abstract ii Acknowledgements iv Table of Contents v List of Tables x List of Figures xiii Chapter One: Introduction 1 1.1 Research Questions 3 1.2 ‘De-Punctualizing’ Me! 4 1.3 An Introduction to Discourse 7 1.4 Thesis Overview 15 Chapter Two: Theoretical Background: Exploring Intersections Among Government, Politics, Democracy and Education 17 2.1 Government, Politics, Democracy and Education 17 2.2 Neoliberalism 20 2.3 Curriculum Ideology 23 2.4 Deciding What Makes the Cut: Curriculum Decision-Making Processes 27 2.5 Curriculum Construction Processes Across the Provinces 29 2.5.1 An Introduction to Curriculum Construction Processes in Alberta 30 2.5.2 An Introduction to Curriculum Review & Development Processes in Ontario 31 2.5.3 An Introduction to Curriculum Development Processes in Manitoba 31 2.6 Chapter Summary 32 v Chapter Three: Theoretical Background: Science, Technology, Society and the Environment (STS[E]) 34 3.1 STSE Education 34 3.2 Currents and Intersections in STS[E] Education 40 3.3 Other Scholarly Associations with STS[E] Education 49 3.4 Some Potential Challenges Associated with STS[E] Education 51 Chapter Four: Methodology 55 4.1 Some Theoretical Paradigms and Perspectives 55 4.2 Philosophical Orientations 57 4.3 A Case Study Approach 58 4.4 Case Study Inclusion/Exclusion Criteria 61 4.5 Methods of Data Collection: Document Collection 61 4.6 Approaches to Analysis 63 4.6.1 Document Analysis 63 4.6.2 Discourse Analysis 64 4.7 Ethical Considerations 66 4.8 Case Study Format and Scope 66 Chapter Five – Explorations of STS[E] Education in Alberta at the Tenth-Grade Level 67 5.1 Some Organizational Features of the Alberta Curriculum 68 5.2 Explorations of the STS Outcomes and Selected Framework Applications 70 5.3 Discussions and Theoretical Perspectives 80 5.4 Some Additional Analysis of Unit D: Energy Flow in Global Systems 82 5.5 Some Factors that May Affect the ‘STS & Knowledge’ Curriculum 91 5.5.1 Curriculum Construction Processes Revisited 91 5.5.2 Assessment Practices in Science 94 5.5.3 Explorations of Alberta’s Political Landscape 96 5.6 Some Concluding Thoughts 107 vi Chapter Six – Explorations of STS[E] Education in Ontario at the Tenth-Grade Level 110 6.1 Some Organizational Features of the Ontario Curriculum 110 6.2 Explorations of STS[E] Content and Selected Framework Applications 113 6.3 Discussions and Theoretical Perspectives 121 6.4 Additional Analysis of Unit D: Climate Change 123 6.5 Some Factors that May Influence the STSE Curriculum 129 6.5.1 The Curriculum Development Process in Ontario 129 6.5.2 STS[E] and The Achievement Chart 130 6.5.3 Explorations of Ontario’s Political Landscape 131 6.6 Some Concluding Thoughts 140 Chapter Seven - Explorations of STS[E] Education in Manitoba at the Tenth-Grade Level 143 7.1 Some Organizational Features of the Senior 2 Science: Manitoba Curricular Framework of Outcomes (2001) and the Senior 2 Science: A Foundation for Implementation (2003) 143 7.2 Explorations of STS[E] Content and Selected Framework Applications 147 7.3 Theoretical Discussions and Perspectives 156 7.4 Some Additional Analysis of the Unit Associated with Climate Change: Weather Dynamics 158 7.5 Some Factors that May Influence the STS[E] Curriculum 165 7.5.1 The Curriculum Construction Process in Manitoba 165 7.5.2 Some General Facets of Manitoba’s Political Landscape 167 7.5.3 Some Facets of the General Political Environment at the time of Curriculum Construction 168 7.6 Some Concluding Thoughts 178 Chapter Eight: Cross-Case Analysis 180 8.1 Introduction 180 vii 8.2 STS[E] Ontology