The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content Analysis of Grades 7 and 8 Official Curriculum Documents

Abstract

Questions and debates about integrating Traditional Ecological Knowledge (TEK) in the science curriculum have been arising since the 1980s. Why should we incorporate TEK into Canadian science education? If TEK is necessary, how is it being treated in our science education curricula currently? Despite the debates on the surface, TEK has been recognized as an important teaching source in science education (Kimmerer, 2002). Recognizing the validity of TEK, this study explores the prevalence and representation of TEK in official science curriculum documents for grades seven and eight in Canada. To illustrate the current state of the integration of TEK in provincial and territorial official curriculum documents, a content analysis was conducted. In general, results were highly varied in reference to the prevalence, representation and conception of TEK across the Canadian science curriculum. A detailed discussion on each provincial and territorial ministry’s perception of TEK and the implications of teaching TEK are also presented in this work.