The Ontario Language, Social Studies, and Environmental Curriculum and Perceptions of the Relationship Between Human and Nonhuman Animals: A Collaborative Action Research Study

This dissertation investigates the dynamics of human-animal relationships within Ontario’s language, social studies, and environmental curricula. Using a qualitative approach, this collaborative action research (CAR) case study involves interviews with students and teachers who recount personal experiences with animals, inside and outside of the classroom, comment on pedagogy related to the treatment of animals, and attempt to create animal-centred lessons. Drawing from my background as an educator and animal enthusiast, this analysis is informed by a critical discourse analysis of both policy documents and case study interview data. The primary objective of the research was to identify effective pedagogical strategies that promote an intrinsic appreciation for nonhuman life.

To support my research agenda, I use two primary conceptual frameworks—critical animal studies (Matsuoka & Sorenson, 2018; Nibert, 2014; Nocella, 2011; Taylor & Twine, 2014) and an engaged policy and practices perspective (Davis, 2014; Davis & Phyak, 2017; Ricento & Hornberger, 1996; Schecter et al., 2014)—and critical discourse analysis as an analytic tool. The findings reveal differing degrees of consciousness and moral responsibility towards animal welfare and highlight the need to revise educational policies and approaches. Citizenship education is identified as a portal through which the development of a higher moral consciousness with regard to the appreciation of nonhuman animals can be fostered. As well, policy revisions should be implemented within the Ontario curriculum and teacher training programs to ensure that educators possess the knowledge and skills to effectively teach the importance of nonhuman animal life.