Facts, Falsehoods and Competing Agendas

Abstract

Changes in climate are being experienced by people globally, and increasingly pushing into school science. Educators struggle to make sense of the critical thinking and agency youth will need to face such changes. To this end climate change curriculum, teaching and learning in schools has garnered significant attention in educational research in the last decade. This is particularly important given that formal education is viewed as an important canvas for building the capacity of young people. However, curriculum materials are mostly understudied and taken for granted. In addition, there is also a paucity of scholarship from the global South with respect to climate change education. To address the need for climate change education as well as inclusion of international perspectives, this dissertation presents an analysis of climate change content in select textbooks and supplementary educational materials from Bangladesh, California & Ghana, and three widely different jurisdictions. Using a cultural politics framework, I explored the following questions related to climate change content in textbooks and supplementary materials: (1) How is climate change portrayed in select official/state approved textbooks (2) How is climate change portrayed in supplementary materials? (3) What are the similarities and differences the textbooks and supplementary materials? Using a classical content analysis approach, I show that the content in all three textbooks acknowledged the contributions of human activity to climate change, for example discussing the primary role of human activity to the warming of the planet. However, there were some distinct differences when it came to discussions around the scientific consensus on climate change. While Bangladesh fully noted the scientific consensus, California presented mixed messaging and Ghana did not reference the scientific consensus at all. The textbooks from the three jurisdictions included local and global climate change impacts and policy solutions. My analysis also showed that the two supplementary materials from the United States used different frames to challenge each other’s messaging. And while Heartland Institute cast doubt on the scientific consensus, the Paleontological Research Institution embraced it. Lastly, the United Nations, as an exemplar of content intended for an international audience, was constructed similar to the textbooks in attempting to balance local and global perspectives on climate policy solutions. Importantly, I argue that textbooks and supplementary materials need to provide robust content that attends to the context-specific complexity of climate change. I discuss cultural influences on climate change education. Finally, I conclude with recommendations for the inclusion of more localized ideas on climate change impact and policies